PANNING FOR "GOLD": HELPING STUDENTS EVALUATE WEB PAGES FOR CLASS USE
Fred Marton, Bergen Community College; Lynn Schott, Bergen Community College
It is not unusual for students to search the web for sources to use for their classes. It is also not unusual for some of those sources to be unacceptable for a variety of reasons. To help students recognize which ...

The development of an open education resource (OER) on scientific ocean drilling for the introductory oceanography classroom
Laura Guertin, Penn State Brandywine; Beth Doyle, Northern Virginia Community College; Tessa Peixoto, Northern Virginia Community College
Institutions of higher education are increasingly adopting OERs to ensure that course resources for students are more accessible and affordable. This is a necessary step to enhance student learning and engagement. ...

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 ...

Identifying Ocean Basins
Danielle Schmitt, Princeton University
In this multi-part activity students investigate the location, width, and depth of, as well bathymetric features present in, different ocean basins. They first explore elevation and bathymetric profiles that span ...

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 ...

Student interpretation of evidence from online sources: Is climate change making floods more extreme?
sumaiya tabassum, University of Nebraska-Lincoln; Jenny Dauer, University of Nebraska-Lincoln
Decision making for complex issues like flooding requires critical evaluation of evidence and synthesis of scientific knowledge across disciplines, in particular determining whether flooding is increasing in terms ...

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 ...

Co-Creating the Future of Science Communication: The SCI-LEnS Project at the University of British Columbia
Frederick Beeby Maglaque, University of British Columbia; Kirsten Hodge, University of British Columbia; Ruth Moore, University of British Columbia; Raveen Sidhu, University of British Columbia; Wylee Fitz-Gerald, University of British Columbia; Laura Lukes, University of British Columbia; Emma Betz, University of British Columbia; David Anderson, University of British Columbia; Shandin Pete, University of British Columbia
This presentation will provide an overview of the SCI-LEnS project (Student Curated Informal Learning and Engagement Spaces), an initiative at the University of British Columbia (UBC) redefining science ...

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 ...

The Math Your Earth Science Majors Need: Co-curricular Math and Statistics modules for Earth science majors courses
Eric Baer, Highline College; Rory McFadden, Carleton College; Beth Pratt-Sitaula, EarthScope Consortium; Michael Coe, Cedar Lake Research Group LLC
Quantitative skills are critical in Earth science and students need sustained and distributed practice to strengthen their skills. Applying quantitative approaches to Earth science questions enhances students' ...