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 ...

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 ...

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 ...

Analyzing Student Reasoning Around Socioscientific Issues
Carla McAuliffe, IGES; Carla McAuliffe, TAPE
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 ...

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; 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' ...

Education and Workforce Development Support by EarthScope Consortium and NSF Geophysics Facilities
Beth Pratt-Sitaula, EarthScope; Donna Charlevoix, EarthScope Consortium; Michael Hubenthal, EarthScope; Tammy Bravo, EarthScope Consortium; Gillian B Haberli, EarthScope; Scott Johnson, EarthScope Consortium; Anika Knight, EarthScope; DeeDee Okamoto, EarthScope Consortium; Shelley E Olds, EarthScope Consortium; Kelsey Russo-Nixon, EarthScope Consortium; Kelsey Russo-Nixon, EarthScope; Justin Sweet, EarthScope Consortium
The EarthScope Consortium operates the NSF SAGE (seismology) and NSF GAGE (geodesy) facilities and is dedicated to supporting transformative global geophysical research and education. EarthScope's Engagement ...

Guiding students to use evidence to support their scientific reasoning: Research Results
Kathy Browne, Rider University; Gabriela Smalley, Rider University; Andrea Drewes, Rider University; Sage Lichtenwalner, Rutgers University-New Brunswick
Scientific reasoning is complex and many of us have experienced our students struggling to excel in this skill. With NSF funding, we have been testing a strategy built into general education introductory ...

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 ...

Developing Collaborative Operations Manuals for Research Groups
Katherine Ryker, University of South Carolina-Columbia; Laura Lukes, University of British Columbia; Annie Klyce, Vanderbilt University
Transparent expectations for being involved in a research group benefit trainees and PIs alike and help to elucidate the "hidden curriculum" of research. However, what do these expectations look like, and ...

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 ...