The Spectrum of GER.
Consistent with the earlier geoscience education research community workshops, we are using an inclusive definition for what we mean by GER. We define it as involving the development, application, and evaluation of new geoscience teaching innovations and curricula, as well as the development and testing of geoscience education research questions and hypotheses. These can be characterized as the scholarship of geoscience teaching and learning (geo-SoTL), and geoscience discipline based educational research (geo-DBER), respectively. To learn more about these two ends of the GER spectrum go to the Publishing SoTL vs DBER in the GER Toolbox page:
http://nagt.org/nagt/geoedresearch/toolbox/publishing/sotl_dber.html

1. What is the focus of your geo-DBER or your geo-SOTL work? Describe in a few sentences.

Connection of your Work to Theories on How People Think and Learn.
Geoscience education research can be informed by theories on how people think and learn from the fields of education and psychology, as well as other social science fields.

2. To what degree do theories on how people think and learn play a role in your GER work described in #1? Likert scale (not at all) 1-4 (a lot).
Please select... 1 - Not at all 2 3 4 - A lot

3. If a theory has been important to your GER work, please describe it. If you have a reference for it, please include it.

Recommend Assessment Instruments and Surveys.
Assessment instruments and surveys are an essential to measuring learning objectives and testing research questions and hypotheses. The GER Toolbox contains an annotated list of ~30 instruments and surveys (http://nagt.org/nagt/geoedresearch/toolbox/instruments/collection_1.html (opens in a new window)). These fall into three broad categories: (a) those used to measure perceptions, attitudes, and behavior, (b) those used to measure geoscience skills and content knowledge, and (c) others from outside GER that may have application to our disciplinary education research.

4. What is missing from the collection? Please use the form in the Toolbox to recommend additional instruments and surveys to be added: http://nagt.org/nagt/geoedresearch/toolbox/instruments/submit_instrument.html (opens in a new window)

Nature of GER Funding.
Research in any field often depends on some level of financial support.

5. Do you depend on funding to do your geoscience education research?

Yes No

6. What is the nature of the funding: Externally funded or internally funded (e.g., college or university grants)?

Internal
External
Not applicable

7. If external, what funding agencies and programs have supported your work?


8. Do you depend on funding to support GER graduate students in GER?

Yes
No
Not applicable

9. Is external funding of your GER required for your promotion and tenure advancement?

Yes No Not applicable

Connections between GER and Undergraduate Geoscience Concepts and Workforce Skills.
Please read this overview document from the 2016 Summit on the Future of Undergraduate Education. It summarizes what geoscience educators and employers see as valuable concepts and skills for undergraduate geoscience students: http://www.jsg.utexas.edu/events/files/Overview-Outcomes_2016.pdf (opens in a new window).

10. In what ways do you see GER connecting with or contributing to advancing teaching and learning of these geoscience concepts and workforce skills?