Theme: Program Design

The programming listed below seeks to address the topic of Program Design.


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The Advantages of Unstructured Time: Insight from Academic Field Trips
Eric Goldfarb, The University of Texas at Austin; Kathy Ellins, The University of Texas at Austin
Academic field programs are an essential part of geoscience education. An often overlooked benefit of field trips is time not devoted to study. On a typical trip, students, faculty, and teaching assistants spend ...

Development of Workforce Skills in Geoscience Courses for Majors
Karen Viskupic, Boise State University; Anne Egger, Central Washington University; Rory McFadden, Gustavus Adolphus College
We used responses from the 2016 administration of the National Survey of Geoscience Faculty (NSGF) to investigate the extent to which courses in geoscience majors help students develop workforce skills. Respondents ...

A New Climate Science Curriculum: Proposed Bachelor of Science degree in Climatology at SUNY Oneonta
Christopher Karmosky, SUNY College at Oneonta; Melissa Godek, SUNY College at Oneonta
In this work, we present a novel curriculum for a four-year Bachelor of Science degree in Climatology that has been proposed at SUNY Oneonta. The observable effects of climate change and the debate about what ...

Integrate Ocean Observing Initiative (OOI) Data into Research and Teaching: Results from Workshops for Early Career Scientists
Janice McDonnell, Rutgers University-New Brunswick; Ellen Altermatt, Carleton College; Sage Lichtenwalner, Rutgers University-New Brunswick; Scott Glenn, Rutgers University-New Brunswick; Michael Crowley, Rutgers University-New Brunswick; Lianna Vaccari, Consortium for Ocean Leadership
Funded by the National Science Foundation (NSF), the Ocean Observatories Initiative (OOI) has constructed the observational and computational infrastructure needed to provide sustained measurements of complex ...

Lessons learned from OnRamps Earth Wind and Fire, a dual-enrollment geoscience course
Joel Johnson, The University of Texas at Austin; Alison Mote, The University of Texas at Austin; Bryce Henderson, Rider High School / University of Texas at Austin; Enrique Reyes, Akins High School; Jennifer Porter, The University of Texas at Austin
The proportion of Hispanic U.S. geoscientists lags far behind the proportion of Hispanic U.S. citizens. Students from underrepresented minority (URM) groups may not be attracted to geosciences for many reasons, ...

Preparation for Geoscience Fieldtrips: The benefits of field training for confidence
Paul Ashwell, University of Toronto Mississauga; Alison Jolley, University of British Columbia; Jacqueline Dohaney, Victoria University of Wellington
Fieldtrips are often one of the foundations of a geoscience undergraduate degree, and are at the core of many degree programs. In undergraduate courses taught prior to fieldtrips, students are taught skills in ...

A Pilot Study to Assess Chemistry Education in the Geosciences
Erika Zocher, Northern Illinois University; Nicole LaDue, Northern Illinois University
It is well established that chemistry is an integral discipline underlying many scientific concepts. However, chemistry also presents challenges and misconceptions that act as barriers for many students (Birk & ...

A Narrative Approach to Building Computational Capacity in Professional Masters Students
Karen Smith, University of Toronto Scarborough; Conor Anderson, University of Toronto
The goal of a professional Masters program is to help students rapidly transition from undergraduate learners to work-ready professionals. This presents a unique challenge for instructors to balance conceptual ...

Outcome of a Seven-Year Journey: Interdisciplinary Teaching about Earth and the Environment for a Sustainable Future
Dave Gosselin, University of Nebraska at Lincoln; Anne Egger, Central Washington University; John Taber, Incorporated Research Institutions for Seismology
Future", presents some of the outcomes from the seven-year journey of the NSF-funded InTeGrate project, whose mission was to improve Earth literacy across the undergraduate curriculum and build a workforce ...

Implementing the STAR Legacy Cycle to Promote Student-Centered Field Learning in the GeoFORCE/STEMFORCE 12th Grade Summer Academy
Enrique Reyes, The University of Texas at Austin; Kathy Ellins, The University of Texas at Austin
GeoFORCE and STEMFORCE are two summer enrichment programs offered by the University of Texas' Jackson School of Geoscience. These two programs aim to increase the number of high school students from diverse ...