Training about FAIR principles to support undergraduate students' research about water and energy
Silvia-Jessica Mostacedo-Marasovic; Cory Forbes, The University of Texas at Arlington; Junaid Ahmad, The University of Texas at Arlington; Upendranath Chakravarthy, The University of Texas at Arlington; Steven Tanner McCullough, The University of Texas at Arlington; June Young Park, The University of Texas at Arlington; Jessica Eisma, The University of Texas at Arlington; Silvia Jessica Mostacedo Marasovic, The University of Texas at Arlington
Research experiences for undergraduate students (REUs) in the fields of water and energy not only enhance student learning but also bolster their self-efficacy to conduct independent research, provide valuable ...

Inquiry-based modeling in Earth Science
Beth Dushman, Howard Community College
Two activities are presented here, both using the Model-Based Inquiry method, in which students are introduced to a phenomenon, model an explanation, test those models with real scientific data, and share and ...

Facilitating Effective Group Projects in Geoscience Courses
Sasha Seroy, University of Washington-Seattle Campus; Dana Thomas, City of Austin
This workshop will explore effective ways to facilitate group projects to promote the development of workforce skills for students. We will provide an overview of the benefits of group projects for geoscience ...

Sustainability: Intentional integration
Jennifer Cholnoky, Skidmore College; Mary Abercrombie, Florida Gulf Coast University
In this workshop, we will investigate the many faceted connections between sustainability and the geosciences. Within breakout groups, we will explore strategies for integrating sustainability concepts into our ...

The Wisdom of the Crowd: Supporting a Highly Collaborative Classroom Environment in Atmospheric Dynamics to Enhance Student Understanding
Casey Davenport, University of North Carolina at Charlotte
The atmospheric dynamics course sequence represents a substantial hurdle for many undergraduate students majoring in meteorology due to the necessarily application of physics and complex mathematical theory towards ...

Horses and Their Ancestors - A Geologic Time Scale Card Sort of the Cenozoic Era
Elisabeth Ervin-Blankenheim, Front Range Community College
The concept of geologic time can be difficult for students to grasp because of the vast scale of the Earth's 4.56-billion-year biography. This hands-on, minds-on activity highlights events during the Cenozoic ...

Expanding Pathways to Geoscience: Equity-Focused Virtual Field Experiences for Indigenous Student Success in Earth Sciences
Eric Chaides, Arizona State University Campus Immersion; Darryl Reano, Arizona State University Campus Immersion; Ryssa Keeto, Arizona State University Campus Immersion; Kush Tandon, Arizona State University Campus Immersion
Utilizing Infiniscope's browser-based platform, Tour It and a Theta 360 degree camera, we are creating virtual field experiences (VFEs) that integrate place-based learning tools and equity frameworks, such as ...

Soil Science: Bridging Geology and Environmental Science in a Sustainable World
Michelle Cauley, Dakota College at Bottineau
The study of soils, soil health, and soil's impact on our climate is paramount in our ever-changing educational landscape. In this workshop, participants will be exploring the connection that soils have in our ...

Teaching Atmospheric Dynamics with Python Modules
Walt Robinson, North Carolina State University at Raleigh
Students (undergraduate & graduate) often find dynamics the most challenging course in their atmospheric sciences curricula. Traditionally the material is presented from a mathematical physics perspective, and ...

Designing field-learning experiences with the end in mind: a reflection and planning tool
Laura Lukes, University of British Columbia; Silvia Mazabel, University of British Columbia; sarah Sherman, University of British Columbia; Shandin Pete, University of British Columbia
In effective curriculum design efforts, it is important to design with the end in mind, starting with clear learning objectives and aligning learning support and assessment activities with those objectives (Wiggens ...