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 ...

The effect of Spatial Anxiety on training spatial reasoning
Katharine Johanesen, Juniata College; Territa Poole, Juniata College; Katherine Ryker, University of South Carolina-Columbia
Spatial reasoning skills are an important component of student development in geoscience. While ability levels vary between individuals, these skills are trainable. Recently, Spatial Anxiety has been recognized as ...

Conducting Scholarship of Teaching and Learning (SoTL) in Your Courses
Karen Kortz, Community College of Rhode Island
The Scholarship of Teaching and Learning (SoTL) is the systematic study by instructors of the impact of their teaching on student learning and the sharing of results (e.g. through discussions, department meetings, ...

Exploring Earth's Dynamic Systems
catherine etter, Cape Cod Community College
The Earth's Dynamic Systems Lab aims to illustrate the interconnectedness of Earth's systems by depicting global and local climate change variables, biogeochemical cycles, and natural versus ...

Cultivating GeoSTEM Learning Ecosystems
Cheryl LB Manning, Southern Illinois University-Carbondale
Geo-STEM learning ecosystems (GLEs) are complex and evolving communities of practice. By integrating geoscience, STEM education, and social science research paradigms, GLEs engage people in addressing local ...

Creating Harmonies Against Climate Change (CHANT)
Alexandra Davatzes, Temple University; Elizabeth Parker, Temple University
Climate change has become an increasingly pressing issue, both to scientists and the public. While adults grapple with their own concerns, children are also experiencing eco-anxiety, and studies show that children ...

Improve the competitiveness of your next NSF Proposal: Assessing the Broader Impacts Plan
Ellen Iverson, Carleton College; Kristin O'Connell, Carleton College; Janice McDonnell, Rutgers University-New Brunswick; LIESL HOTALING, Eidos
Any project that receives funds from the National Science Foundation must address two merit criteria: intellectual merit, the potential to advance knowledge, and broader impacts, the potential to benefit society ...

Geology, Society, and Justice: An undergraduate and graduate level place-based geoscience class to recenter land justice in geoscience education
Cameron Reed, University of New Mexico-Main Campus; Lindsay Worthington, University of New Mexico-Main Campus; Steven Semken, Arizona State University Campus Immersion; Jennifer Richter, Arizona State University Campus Immersion
Geoscience education has long been guided by formulaic objective truth-seeking and methodologies inherited from centuries of practice rooted in the Western worldview that continues to permeate and shape the role of ...

Improving Food-Energy-Water-Nexus-based Education: Defining new research directions from problems of practice
Hannah Scherer, Virginia Polytechnic Institute and State University; Doug Lombardi, University of Maryland-College Park; Shondricka Burrell, Morgan State University
The Food-Energy-Water (FEW)-Nexus framework helps describe and address natural resource challenges in complex coupled human-natural systems. As this framework gains traction in informal, non-formal, K-12, and ...

Analyzing Student Reasoning Around Socioscientific Issues
Carla McAuliffe, IGES
For the past decade the Model-Evidence Link (MEL) project has studied student reasoning around socioscientific issues including climate change, extreme weather, and the use and availability of natural resources. We ...