Four Years of Discovery Improvements for SERC website visitors
Sean Fox, Carleton College; mahdi mohamed, Carleton College; Monica Bruckner, Carleton College; Ashley Carlson, Carleton College; Cailin Huyck Orr, Carleton College; Ellen Iverson, Carleton College; John McDaris, Carleton College; Kristin O'Connell, Carleton College
The Science Education Resource Center (SERC) hosts materials from more than 120 geoscience education projects. However, the project-focused nature of the SERC website means that information is siloed which presents ...

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 ...

Teaching Atmospheric Dynamics with Python Modules
Walt Robinson, North Carolina State University
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 ...

The Wow Factor: Cutting Rocks to Engage Students
Kyle Fredrick, Pennsylvania Western University - California; Elisabeth Ervin-Blankenheim, Front Range Community College; Daniel Harris, Pennsylvania Western University - California
Many of our students, including non-majors already bring an interest in rocks, crystals, or gems to their introductory-level geoscience classes. But traditional geology labs tend to focus on rock and mineral ...

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 ...

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 ...

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 ...

Designing Field-Learning Experiences with Accessibility and Inclusion Scenarios in Mind: A Reflection and Planning Tool
Silvia Mazabel, University of British Columbia; Laura Lukes, University of British Columbia; Brett Gilley, University of British Columbia; Shandin Pete, University of British Columbia; sarah Sherman, University of British Columbia
Field-based learning experiences (e.g., field trips, field-based courses, research stations) are shaped by disciplinary traditions, contextual factors, and students' and educators' identities, background, ...

Earth's climate system
Rondi Davies, CUNY Queensborough Community College
An exploration of Earth's climate system was created for a physical geology laboratory class at an urban community college in New York City. At the outset, students engage with a phenomenon-based exploration ...

Effects of role playing as an active learning strategy on student sense of classroom community and STEM Identity
Alexa Tomlinson, University of North Carolina at Chapel Hill; Wayana Dolan, UNC Chapel Hill; Bryant Hutson, University of North Carolina at Chapel Hill; Megan Plenge, University of North Carolina at Chapel Hill
Fostering a sense of classroom community in introductory geoscience classes can support students' sense of belonging, help students feel like part of the broader scientific community, and help them build a ...