About the InTeGrate Project

By the time today's undergraduates send their children to college, there will be more than eight billion people on Earth. Our climate will be punctuated by extreme weather events. One or more major metropolitan areas may have experienced a devastating earthquake or volcanic eruption. Energy resources will be strained and more expensive. This world requires both an Earth literate public and a workforce that can bring geoscience to bear on tough societal issues. Developing widespread Earth literacy and this workforce are the objectives of the InTeGrate project.

InTeGrate is a 5-year, NSF-funded STEP Center grant, running from 2012 through 2016. The STEP (STEM Talent Expansion Program) Center program enables "a group of faculty representing a cross section of institutions of higher education to identify a national challenge or opportunity in undergraduate education in science, technology, engineering, and mathematics (STEM) and to propose a comprehensive and coordinated set of activities that will be carried out to address that challenge or opportunity within a national context."

Learn more about the project team, including the leadership team, assessment team, planning committees and advisory board.

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The first goal of the InTeGrate project is to develop curricula that will dramatically increase Earth literacy of all undergraduate students. This includes the large majority of students that do not major in the geosciences, those who are historically under-represented in the geosciences, and future K-12 teachers, such that they are better positioned to make sustainable decisions in their lives and as part of the broader society.

The second major goal is to increase the number of majors in the geosciences and related fields who are able to work with other scientists, social scientists, business people, and policy makers to develop viable solutions to current and future environmental and resource challenges.

Achieving these goals requires a revolution in how geo-education is perceived and practiced, as well as the roles that learning about the Earth play in the broader curriculum in institutions of higher education. Connecting geoscience education to societal challenges has the potential to increase enrollment in geoscience and allied courses, thus strengthening the field while serving society. Learn more about InTeGrate's approach to connecting education to societal challenges from: InTeGrate Pedagogy: Themes and strategies.

To start this revolution, an integrated, community-based approach combines the following elements:

  1. Developing teaching materials and evaluation of new teaching resources and instructional strategies,
  2. Program models to incorporate teaching about the Earth throughout the undergraduate curriculum,
  3. Professional development and dissemination strategies to promote widespread adoption of these new approaches.
  4. Assessment and Project Evaluation ensure that the materials and programs developed by the program effectively meet their stated goals and objects, and that project activities in aggregate meet the overarching goals of the project.

The 2011 NSF awards included two STEP Center awards, this one in the geosciences and one in engineering (the Stanford Technology Ventures Program (STVP)).

See the NSF STEP Center Solicitation

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Sponsoring Organizations
American Meteorological Society, American Geological Institute, American Geophysical Union, Centers for Ocean Sciences Education Excellence, Geological Society of America, Incorporated Research Institutions for Seismology, National Association of Geoscience Teachers, National Council for Science and the Environment, Ocean Leadership and Integrated Ocean Drilling Program, On the Cutting Edge.
This work is sponsored by the following organizations:
AMS Logo AGU Logo AGI Logo COSEE Logo GSA Logo
IRIS Logo NAGT Logo Ocean Leadership Logo Cutting Edge Logo

This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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