Theme: Geoscience Education Research

The programming listed below seeks to address the topic of Geoscience Education Research.

Getting Started in SoTL AFTERNOON MINI WORKSHOP
Monday 12-2:30pm PT / 1-3:30pm MT / 2-4:30pm CT / 3-5:30pm ET Online

Katherine Ryker, University of South Carolina-Columbia
Laura Lukes, George Mason University

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What are the best parts of your course? How do you know? This session is for those who want to systematically investigate their teaching, applying the same scholarly habits we use in the lab and field to make our ...
Earth Science Place-Based Education at the American Museum of Natural History POSTER SESSION
Wednesday 12:00-1:30pm PT / 1:00-2:30pm MT / 2:00-3:30pm CT / 3:00-4:30pm ET Online

Rondi Davies, CUNY Queensborough Community College
Jessica Wolk-Stanley, Riverdale Kingsbridge Academy, Bronx, New York
Victoria Yuan, FDRHS, AMNH
Julie Contino, American Museum of Natural History

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The Halls of the American Museum of Natural History (AMNH) are used to engage urban graduate, undergraduate, and secondary (7-12) Earth Science students in place-based learning activities. Place-based learning, ...
Applications of Photovoice: From Community Planning Initiatives to Water Literacy Studies POSTER SESSION
Wednesday 12:00-12:30pm PT / 1:00-1:30pm MT / 2:00-2:30pm CT / 3:00-3:30pm ET Online

Meghan McCarroll, University of Denver

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Inspired by feminist theory, empowerment education, and social constructivism, photovoice is a research methodology aimed at documenting the lived experiences of participants through the art of photography. ...
Taphonomy: Dead and Fossilized SHARE-A-THON
Wednesday 12:00-2:00pm PT / 1:00-3:00pm MT / 2:00-4:00pm CT / 3:00-5:00pm ET Online

Enrique Reyes, Akins Early College High School
Rowan Martindale, The University of Texas at Austin
Estefania Salgado-Jauregui, The University of Texas at Austin

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"Taphonomy: Dead and Fossilized" is a unique board game experience that aims to teach the concepts of Taphonomy, the process of fossilization and preservation biases, through gameplay. Students will ...
So what does a degree in geology actually mean? A review of commonly required courses POSTER SESSION
Wednesday 12:00-1:00pm PT / 1:00-2:00pm MT / 2:00-3:00pm CT / 3:00-4:00pm ET Online

Annie Klyce, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia

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Unlike other fields such as chemistry (ACS, 2019), engineering, physics (ABET, 2019) and biology (ASBMB, 2019), the geosciences have no greater accrediting body. In terms of the classes that are required, there is ...
Exploring methods for teaching 3D introductory geology content: Analyzing the influence of 3D teaching methods and virtual learning environments POSTER SESSION
Wednesday 12:00-1:00pm PT / 1:00-2:00pm MT / 2:00-3:00pm CT / 3:00-4:00pm ET Online

Gillian Goldhagen, University of California-Riverside
Kinnari Atit, University of California-Riverside
Heather Ford, University of California-Riverside

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Studies show that students' 3D spatial skills are correlated to their success in various scientific domains, including geology. In recent years, online classes are growing more popular in all STEM fields, ...
Model-Based Teaching and Learning about Earth's Climate in Secondary Science Classrooms POSTER SESSION
Wednesday 12-2:30pm PT / 1-3:30pm MT / 2-4:30pm CT / 3-5:30pm ET Online

Devarati Bhattacharya, University of Minnesota-Morris
Kimberly Carroll Steward, University of Nebraska at Lincoln
Cory Forbes, University of Nebraska at Lincoln

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Teaching and learning about Earth's climate and global climate change (GCC) is increasingly emphasized in secondary science classrooms in the US to help students develop understanding, communicate, and make ...
The nature of undergraduate field learning experiences: A framework to guide program design and research POSTER SESSION
Wednesday 12:00-2:00pm PT / 1:00-3:00pm MT / 2:00-4:00pm CT / 3:00-5:00pm ET Online

Kari O'Connell, Oregon State University
Kelly Hoke, Oregon State University
Michael Giamellaro, Oregon State University-Cascades Campus
Alan Berkowitz, Cary Institute of Ecosystem Studies

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Undergraduate field learning experiences have a rich history of preparing students for careers in the earth sciences and other field-based sciences, yet what constitutes an effective field experience is not ...
International Research Experiences for Students and Place-Based Learning: Studying Faults in the Malawi Rift POSTER SESSION
Wednesday 12:00-1:00pm PT / 1:00-2:00pm MT / 2:00-3:00pm CT / 3:00-4:00pm ET Online

Toni Ivey, Oklahoma State University-Main Campus
Daniel Lao-Davila, Oklahoma State University-Main Campus
Estella Atekwana, University of Delaware

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We present the findings from an NSF-International Research Experiences for Students grant that provided 11 undergraduate and 2 graduate students with a month-long, faculty-mentored, hands-on research experience in ...
Geoscience Success Lessons: Short interventions to improve student success in introductory geology labs POSTER SESSION
Wednesday 12-2:30pm PT / 1-3:30pm MT / 2-4:30pm CT / 3-5:30pm ET Online

Curtis HopeHill, University of Northern Colorado
Molly Jameson, University of Northern Colorado
Julie Sexton, University of Colorado at Boulder
Dina London, University of Northern Colorado
Jennifer Wenner, University of Wisconsin-Oshkosh
Dina London, University of Northern Colorado

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Geoscience students report math skills and attitudes as a barrier to their interest and success in geoscience. Yet, few studies have examined whether math serves as a barrier to student success and persistence ...
Geoscience Success Lessons: Instructional Intervention to Help Introductory Geology Students Increase their Interest in Geology POSTER SESSION
Wednesday 12-2:30pm PT / 1-3:30pm MT / 2-4:30pm CT / 3-5:30pm ET Online

Dina London, University of Northern Colorado
Julie Sexton, University of Colorado at Boulder
Molly Jameson, University of Northern Colorado
Curtis HopeHill, University of Northern Colorado
Jennifer Wenner, University of Wisconsin-Oshkosh

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Interest in geology topics does not necessarily occur spontaneously, particularly for students in introductory geology classes. If students' level of interest in geology topics increases, they can also ...
Evidence for Reformed Teaching in Undergraduate Geoscience Course Syllabi ORAL SESSION
Wednesday 12:05 PT / 1:05 MT / 2:05 CT / 3:05 ET Online

Katherine Ryker, University of South Carolina-Columbia
Karen Viskupic, Boise State University
Charles Czajka, Utah Valley University
Rachel Teasdale, California State University-Chico

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A syllabus introduces students to information about a course, is one of the first ways students and instructors interact, and sets the tone of the course. We reviewed course syllabi of instructors who we observed ...
A Hybrid Kinesthetic-Visual-Inquiry Based Approach to Heighten College-Level Students' Understanding of Plate Tectonics: An Evidence Based Study ORAL SESSION
Wednesday 12:05 PT / 1:05 MT / 2:05 CT / 3:05 ET Online

Melanie Will-Cole, Central New Mexico Community College

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One of the most critical science phenomena which geoscience students are expected to comprehend is plate tectonics (PT), a physically, chemically and mathematically complex process that is too immense and too slow ...
Evaluating Affective Learning Using VR Field Trips ORAL SESSION
Wednesday 12:20 PT / 1:20 MT / 2:20 CT / 3:20 ET Online

Derek Turner, Douglas College
Dixon Cohee, Douglas College

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Field trips are essential in Earth Science for reinforcing key concepts and for generating enthusiasm for the discipline. Unfortunately, access to these valuable experiential learning opportunities is increasingly ...
Exploring the Transformative Experience of Undergraduate Geologic Field Camps Through the Lens of Gender and Diversity POSTER SESSION
Wednesday 12:30-1:30pm PT / 1:30-2:30pm MT / 2:30-3:30pm CT / 3:30-4:30pm ET Online

Eric Riggs, Texas A & M University
Jessica McKay, Texas A & M University
Ennea Fairchild, University of Northern Colorado
Krystal Hinerman, Lamar University
Harmony Newman, University of Northern Colorado
Julie Sexton, University of Colorado at Boulder

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Geologic fieldwork is considered to be transformative for geology students in the development of expertise and confidence. Engagement in fieldwork can have positive outcomes on undergraduate students' ...
Contextual and cultural practices that normalize sexism in geology field programs POSTER SESSION
Wednesday 12:30-2:00pm PT / 1:30-3:00pm MT / 2:30-4:00pm CT / 3:30-5:00pm ET Online

Julie Sexton, University of Colorado at Boulder
Ennea Fairchild, University of Northern Colorado
Harmony Newman, University of Northern Colorado
Krystal Hinerman, Lamar University
Eric Riggs, Texas A & M University

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Fieldwork is a required element for most undergraduate geology students. Research suggests that undergraduate female students may experience sexism and a hostile social climate in field settings, which can be a ...
The Role of Virtual Reality in Science Education: A Literature Review ORAL SESSION
Wednesday 12:35 PT / 1:35 MT / 2:35 CT / 3:35 ET Online

Kevin Hurler, Medical University of South Carolina
Katherine Ryker, University of South Carolina-Columbia

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Earth is a complex web of interconnected systems and feedback loops, including both the natural and anthropogenic spheres that govern our planet. Relating these systems, a process called earth systems thinking, ...
A Retrospective Study of Geoscience Early Career Workshop Participants: Understanding the Lasting Influences on Faculty Professional Lives ORAL SESSION
Wednesday 12:50 PT / 1:50 MT / 2:50 CT / 3:50 ET Online

Ellen Iverson, Carleton College
Kristin O'Connell, Carleton College
Kathryn Sheriff, Mercer University

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We investigated the influence of The NAGT Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One's Career on past participants through a retrospective interview and survey study. ...
Undergraduate students' questions about earth science data visualizations over the course of a semester ORAL SESSION
Wednesday 12:50 PT / 1:50 MT / 2:50 CT / 3:50 ET Online

Melissa Zrada, The College of New Jersey
Kimberly Cook, The College of New Jersey
Kofi Koranteng, The College of New Jersey
Brooke Martin, The College of New Jersey

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Students' questions provide unique insight into their understanding of course content. However, student questions are not often the focus of education research. Previous work on student questions has focused ...
3D-printed models: tools for teaching 3D visualization of subsurface geology POSTER SESSION
Wednesday 1:00-1:30pm PT / 2:00-2:30pm MT / 3:00-3:30pm CT / 4:00-4:30pm ET Online

Merilie Reynolds, University of Wisconsin-Eau Claire
John W.F. Waldron, University of Alberta

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Much of basic structural geology involves projecting data from maps of the Earth's largely two-dimensional (2D) surface into the opaque, three-dimensional (3D) subsurface. An important part of Earth science ...
Fostering Undergraduate Students' Water Literacy: Discipline-Based Education Research in a Transdisciplinary Water Course POSTER SESSION
Wednesday 1:00-1:30pm PT / 2:00-2:30pm MT / 3:00-3:30pm CT / 4:00-4:30pm ET Online

Cory Forbes, University of Nebraska at Lincoln
Diane Lally, University of Nebraska at Lincoln
Destini Petitt, University of North Carolina at Charlotte
Trenton Franz, University of Nebraska at Lincoln

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Societies today face an array of global, water-related challenges with significant scientific dimensions within the Food-Energy-Water-Nexus. To prepare students to become tomorrow's global citizens, ...
"The World in a River": Lessons Learned While Redesigning and Researching an Introductory Earth Science Course for Preservice Elementary Teachers POSTER SESSION
Wednesday 1:00-2:00pm PT / 2:00-3:00pm MT / 3:00-4:00pm CT / 4:00-5:00pm ET Online

Danielle Ford, University of Delaware
Susan McGeary, University of Delaware
Jennifer Gallo-Fox, University of Delaware
Cheryl Ackerman, University of Delaware

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The authors discuss their efforts to transform a large introductory course for preservice early childhood and elementary teacher education majors and understand its impact on learners. The course was redesigned to ...
Mirroring minoritized students' cultures in the classroom and field can improve Geoscience diversity ORAL SESSION
Wednesday 1:30 PT / 2:30 MT / 3:30 CT / 4:30 ET Online

Alissa Kotowski, McGill University
Vanshan Wright, Woods Hole Oceanographic Institution

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The incorporation of inquiry-based learning (IBL) in out-of-school time (OOST) Geoscience courses has not led to significant increases in the number of minoritized students that pursue Geoscience. Previous studies ...
Graduate Course-based Research Experiences: Lessons Learned from Mississippi State University ORAL SESSION
Wednesday 1:30 PT / 2:30 MT / 3:30 CT / 4:30 ET Online

Larry Collins, Delta State University
Brenda Kirkland, Mississippi State University
Kathy Sherman-Morris, Mississippi State University
karen mcneal, Auburn University Main Campus
Nina Baghai Riding, Delta State University
Amanda Lawrence, Mississippi State University

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Course-based Research Experiences are a growing area of interest, because they allow learning and engagement to take place by involving students in real, broadly applicable research. At Mississippi State ...
Assessing the Impact of Department Climate and Redesigned Curriculum on Undergraduate Student Perceptions of Learning and Inclusion POSTER SESSION
Wednesday 1:30-2:30pm PT / 2:30-3:30pm MT / 3:30-4:30pm CT / 4:30-5:30pm ET Online

Alexandra Snell, Texas A & M University
Julie Newman, Texas A & M University
David Sparks, Texas A & M University

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The Department of Geology & Geophysics (G&G) at Texas A&M University recently underwent a curriculum redesign. This study assesses the effect of both departmental climate and redesigned curriculum on ...
The Effect of Computer-based vs. Paper-based Testing on Student Test Scores ORAL SESSION
Wednesday 1:30 PT / 2:30 MT / 3:30 CT / 4:30 ET Online

Nancy McKeown, MacEwan University
Karen Buro, MacEwan University

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The goal of this project was to determine the effect of computer-based vs. paper-based testing on students' test scores in an introductory geology course. This study was conducted in two lecture sections ...
Analyzing pedagogical practices in Geoscience Programs POSTER SESSION
Wednesday 1:30-2:00pm PT / 2:30-3:00pm MT / 3:30-4:00pm CT / 4:30-5:00pm ET Online

Denise Bacci, Universidade de Sao Paulo

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The present research addressed the theoretical references of pedagogy and geosciences education, analyzing teacher´s practices in five undergraduate programs in two São Paulo State universities in Brazil. It ...
Capturing the Dynamics of Non-Traditional Educational Settings: Lessons Learned in Developing Instrumentation for Use in Field-Based Career Development Research POSTER SESSION
Wednesday 1:30-2:30pm PT / 2:30-3:30pm MT / 3:30-4:30pm CT / 4:30-5:30pm ET Online

Krystal Hinerman, Lamar University
Ennea Fairchild, University of Northern Colorado
Jessica McKay, Texas A & M University
Eric Riggs, Texas A & M University
Julie Sexton, University of Colorado at Boulder
Harmony Newman, University of Northern Colorado

Show Abstract »

While fieldwork is often a required element for undergraduate students in field science, little research has been conducted to determine how fieldwork impacts students' plans for further study and career ...
Learning outcomes of the educational board game Taphonomy: Dead and Fossilized, evaluated with high school learners in a summertime out-of-school program ORAL SESSION
Wednesday 1:45 PT / 2:45 MT / 3:45 CT / 4:45 ET Online

Estefania Salgado-Jauregui, The University of Texas at Austin
Rowan Martindale, The University of Texas at Austin
Enrique Reyes, Akins Early College High School
Kathy Ellins, The University of Texas at Austin
Anna Weiss, University of Belize Environmental Research Institute

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Educational games are designed to help students retain educational material, gain a deeper understanding of concepts, and become innovative problem solvers. Like other active learning activities, games have been ...
Scientist of the Week: Measuring the effects of diverse representation in STEM classrooms ORAL SESSION
Wednesday 1:45 PT / 2:45 MT / 3:45 CT / 4:45 ET Online

Sarah Sheffield, University of South Florida
Victor Ricchezza, Georgia State University

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Seeing scientists who share similar backgrounds and identities (e.g., culture, disability, gender, sexual orientation, race, ethnicity, veteran status, etc.) is vital for giving students an avenue to visualize ...
Enhancing Student Learning in Introductory Physics Through Funds of Knowledge POSTER SESSION
Wednesday 2:00-2:30pm PT / 3:00-3:30pm MT / 4:00-4:30pm CT / 5:00-5:30pm ET Online

Liang Zeng, UTRGV
Guang Zeng, Texas A & M University-Corpus Christi

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Researchers have reported funds of knowledge (FK) pedagogical approach effective in engaging minority students in learning. However, there is a lack of studies connecting FK to introductory college physics or ...
How do students choose to assess themselves prior to exams? Investigating the effects of implementing a "dynamic" quizzing feature within a web-based assessment tool. ORAL SESSION
Wednesday 2:00 PT / 3:00 MT / 4:00 CT / 5:00 ET Online

Jason Jones, North Carolina State University
David McConnell, North Carolina State University

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Students are often unaware of potential gaps in their knowledge while preparing for course exams until it is too late. As a result, we developed a web-based assessment tool called the Confidence-based Learning ...
Why is teaching and learning about feedback loops hard? ORAL SESSION
Wednesday 2:00 PT / 3:00 MT / 4:00 CT / 5:00 ET Online

Kim Kastens, Lamont-Doherty Earth Observatory
Tim Shipley, Temple University
C. Rebekah Banerjee, Temple University
Alexandra Davatzes, Temple University

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Feedback loops provide a powerful explanatory framework for analyzing important Earth and environmental processes, such as climate change and predatory/prey balance. Our pilot research and review of the literature ...
To Highlight or Summarize? The Benefits of Constructive Learning in Geology. POSTER SESSION
Wednesday N/A Online

Rachel Wong, Washington State University-Vancouver
Larry Collins, Delta State University
Olusola Adesope, Washington State University- Pullman
Catherine Cooper, Washington State University- Pullman

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Chi and Wylie's (2014) ICAP framework identifies four modes of cognitive engagement in learning – passive, active, constructive, and interactive, defined by the overt learning activities that learners ...
Theories of Change and Logic Models AFTERNOON MINI WORKSHOP
Thursday 1:30-4:00pm PT / 2:30-5:00pm MT / 3:30-6:00pm CT / 4:30-7:00pm ET Online

Ellen Iverson, Carleton College

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Increasingly theories of change are expected to be a central component articulated within education research grant proposals and manuscripts. At the end of this short workshop, participants will be able to ...