Field Education GPS Development Workshop: April 15-16, 2016

April 15-16, 2016

Idaho State University, Pocatello, ID

Ben Crosby (ISU), Ian Lauer (ISU), Beth Pratt-Sitaula (UNAVCO)

Meeting Goals

  • Understand the guiding principles underpinning the GETSI project and its relationship to SERC
  • Sketch out the module: Develop a common and specific vision of your module goals and components and document it in the Checkpoint #1 workspace
  • Be able to use the Serckit website content management system
  • Become familiar with the module development steps and know where to look up additional information as needed
  • Create a workplan, timeline, and communications plan
  • Initiate Ian's task list for summer and beyond
  • Prep for August Short Course

April 15, Friday

April 16, Saturday

  • Work time developing the module outline and alignment between learning goals/outcomes and assessments
    • Resources:
      • InTeGrate resources and designing assessments
      • Webinar about aligning assessment screencast from InTeGrate
      • Understanding What Our Geoscience Students Are Learning: Observing and Assessing
      • University of Connecticut Assessment Primer
      • Webinar about rubrics screencast from InTeGrate

      • Learning Outcomes
        After this module, students should be able to:

        1. Define and calculate risk (i.e., probability of hazard * cost)

        Assessment: exam/quiz/in-class prompts "Based on the image provided, how could the person minimize her risk?" and "For each of the following locations/hurricanes (include some pairings of place, hurricane, population, etc), calculate the risk to life and property."

        2. Describe the causes of the natural hazard (e.g., hurricanes form as an atmospheric instability over warm water, in a region with little or no vertical wind shear, in sufficient latitude for Coriolis).

        Assessment: Pre/Post multiple choice test that includes a confidence rating.

        3. List several risks of the natural hazard (e.g., high winds, storm surge, flooding after initial surge, coastal land loss, destruction of infrastructure including roads, power plants, etc. and subsequent risks from those).

        Assessment: Pre/Post multiple choice test that includes a confidence rating.

        4. Explain how precipitation impacts the surface of the Earth and can lead to movement and change in the hillslope and river systems.

        Assessment: Have students sketch and annotate a concept map or physical diagram showing relationships, including, for example, the effect that a high magnitude event makes in the sensitivity of a landscape to further change.

        5. Analyze maps and images to determine landscape changes and hazardous areas, e.g. repeat images for changes in the topography and coastlines, topographic maps for areas of flood hazard.

        Assessment: exam or quiz question based on a lab/project/homework.

        6. Describe the size of a particular event compared to averages and medians (e.g., ACE index of a single hurricane, or an entire season)

        Assessment: exam/quiz/in-class prompt "Use the ACE index to rank the size of these two hurricanes."

        7. Make relevant predictions (e.g., effects of the hurricane, past similar events)

        Assessment: homework assignment or in-class essay or exam based on lab/project/homework.

        8. Describe the range of possible hurricane impacts to an area, and be able to communicate those hazards to a general audience.

        Assessment: lab report/problem set/take-home exam/exam essay question

        9. Explain the challenges of making decisions based on probabilities

  • Development process and general timeline
    • Module Development Timeline
    • Record the following information into Checkpoint #1 Workspace
      • Timeline and tasks (both Ian & Ben but especially Ian's summer tasks)
      • Complete description/outline and goals
      • Complete how module addresses guiding principles (if needed)
      • Materials in Progress