Activities of interest at the 2014 GSA Annual Meeting

The Geological Society of America Annual Meeting is being held in Vancouver, BC October 19-22, 2014 and InTeGrate will be there! Catch up with InTeGrate friends and learn about the project's activities. You won't want to miss the

InTeGrate Reception - Tuesday, October 21, 7 p.m. to 8:30 p.m., Hyatt Regency Stanley

Event/Sessions/Workshops led or sponsored by InTeGrate are listed below in italics. GSA and NAGT are InTeGrate sponsoring organizations.

Meetings and Receptions

Dates, times, and locations for business meetings and receptions will be posted as they become available. Be sure to check back soon.

• NAGT Booth #323 opens - Sunday, October 19, 2 p.m. to 7 p.m.
  
• NAGT Geoscience Education Research Div. Business Meeting - Sunday, October 19, 5 p.m. to 7 p.m., Hyatt Regency Plaza Ballroom A
• NAGT 2YC Geoscience Div. Business Meeting - Sunday, October 19, 5 p.m. to 7 p.m., Hyatt Regency Plaza Ballroom B
• NAGT Teacher Education Div. (TED) Business Meeting - Sunday, October 19, 5 p.m. to 7 p.m., Hyatt Regency Plaza Ballroom C
  
• Geoscience Educator's Reception(GSA, GSA Div. GEo. Ed., NAGT, DLESE, Cutting Edge, InTeGrate, IRIS, JOI, UNAVCO, EARTHSCOPE, Teacher Prep Table - Sunday October 19th, 7-9PM, Hyatt Regency, Georgia A/B
  
• InTeGrate Reception - Tuesday, October 21, 7 p.m. to 8:30 p.m., Hyatt Regency Stanley
  
• NAGT/GSA Geo. Ed. Div/CUR Awards luncheon - Tuesday, October 21, 11:30 a.m. to 1 p.m., Hyatt Regency Georgia B (ticketed event)
  

Workshops

NAGT is again sponsoring the NAGT 4-Pack and there are a number of other education-themed workshops as well. Click here for a full listing of workshops at the GSA Annual Meeting. You can register for a workshop via the GSA website.

NAGT 4-Pack

The cost for one workshop is US$50, or get two-for-one! Combine a morning workshop (517A or 517B) with an afternoon workshop (517C or 517D) for the same price!

517A. Teaching Geoscience in Society: Building Relevance and Interest in the Geosciences by Adding InTeGrate Resources to Your Class

When: Sat., 18 Oct., 8 a.m.–noon
Where: Harbour Centre, Boardroom 2280
Cost: US$50 for one course — or get two-for-one! — pay the same amount when combined with an afternoon course (add 517C or 517D)
Instructors: Anne Egger, Central Washington Univ.; Rachel Teasdale, California University State, Chico.
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division
CEU: 0.4 | Max. class size: 40

Show Course Description

Hide

Course Description

What can we do to reframe the geosciences in ways that engage students in our classes? How do we prepare these students for a future where they will confront climate change, water availability issues, resource depletion, and other grand challenges that will require a robust understanding of the intersection between the geosciences and society? One key strategy is to incorporate these issues into geoscience teaching at all levels and for all students. InTeGrate has developed a set of community-built modules that directly address Earth-related grand challenges. These modular units can be adopted wholesale or in parts, and each feature resources to develop students' abilities to address interdisciplinary problems, improve geoscientific thinking skills, make use of authentic geoscience data, and incorporate systems thinking. These materials have been developed and tested by faculty at a variety of types of institutions and come with built in assessments and resources for both instructors and students. Topics range from environmental justice and freshwater resources to climate change, mineral resources, sustainable land use, and natural hazards. In this workshop, we will explore the InTeGrate materials, discuss the underlying design rubric, and work with participants to adapt the materials to their institutional and geographic setting.

517B. Improving Spatial Thinking in the Geological Sciences

When: Sat., 18 Oct., 8 a.m.–noon
Where: Harbour Centre, Boardroom 2290
Cost: US$50 for one course — or get two-for-one! — pay the same amount when combined with an afternoon course (add 517C or 517D)
Instructors: Basil Tikoff, Univ. of Wisconsin–Madison; Tim Shipley, Temple Univ.
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division
CEU: 0.4 | Max. class size: 40

Show Course Description

Hide

Course Description

This course is designed to help educators improve students' spatial reasoning. The material is a based on a decade-long collaboration between cognitive scientists, geoscience educators, and geoscience researchers through SILC (Spatial Intelligence and Learning Center). The workshop consists of mostly hands-on activities with some introductory lectures. Lectures will focus on known difficulties in student learning of spatial skills, laboratory studies designed to evaluate and improve spatial skills, and a cognitive framework for addressing spatial cognition. Hands-on sessions will highlight effective interventions that can be used in a geoscience classroom, including artificial intelligence–based approaches to sketching.

517C. Student Learning Outcomes and Program Assessment

When: Sat., 18 Oct., 1–5 p.m.
Where: Harbour Centre, Boardroom 2280
Cost: US$50 for one course — or get two-for-one! — pay the same amount when combined with a morning course (add 517A or 517B)
Instructors: David Mogk, Montana State Univ.; Mary Savina, Carleton College
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division
CEU: 0.4 | Max. class size: 40

Show Course Description

Hide

Course Description

This course is intended for department heads/chairs and faculty interested in curriculum development at the department level. This interactive workshop will use the "matrix method of curriculum design" to help you define student learning outcomes related to mastery of geologic concepts and content, technical skills used in the geosciences, geoscience "habits of mind," higher-order thinking skills, and other professional skills (e.g., communication, quantitative, interpersonal, information). This approach can be used as a guide for faculty to define course goals and specific student learning outcomes in individual courses. In aggregate, this method can be used to map student learning outcomes for entire degree programs to identify areas of strength in departments or to conduct a gap analysis in course offerings. The results can then be used to assess degree programs with respect to the current state of knowledge and conduct of modern geoscience, expectations for students entering the workforce, and alignment of degree programs with departmental or institutional role and scope statements. This workshop will help you explore the student learning outcomes that are most important to your degree program(s) as they apply to your students, institutional type, geographic setting, breadth of disciplines covered in your department, departmental resources, and faculty.

517D. Extreme Makeover Geosciences Style—Infusing Existing Curricula with the Spirit of the New Next Generation Science Standards (NGSS): Integrating Content, Scientific and Design Practices, and Cross-Cutting Themes

When: Sat., 18 Oct., 1–5 p.m.
Where: Harbour Centre, Boardroom 2290
Cost: US$50 for one course — or get two-for-one! — pay the same amount when combined with a morning course (add 517A or 517B)
Instructors: Aida Awad, Maine East High School; Susan Buhr, Univ. of Colorado; Sara Harris, Univ. of British Columbia
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division
CEU: 0.4 | Max. class size: 40

Show Course Description

Hide

Course Description

What happens when you give your existing curricula an extreme makeover? During this half-day workshop, we'll work together to infuse existing curricula with the spirit of the Next Generation Science Standards: integrating content, scientific and design practices, and cross-cutting themes. Increase your impact by including more systems thinking, modeling, designing solutions to global challenges, and quantitative thinking in your instruction. The approach we will take is relevant to instruction from pre-college through undergraduate levels and teacher professional development. The workshop will include an introduction to the Next Generation Science Standards, an opportunity to experience teaching material examples before and after, and working in small groups to makeover one of your own lessons or units.

Other NAGT-Sponsored Workshops

518A. Teaching Controversial Issues 1: Climate and Energy

When: Sat., 18 Oct., 8 a.m.–noon
Where: Centre for Dialogue, Executive Room 470
Cost: US$35 for one course — or get two-for-one! — pay the same amount when combined with an afternoon course (add 518D, 518E, or 518F)
Instructors: Don Duggan-Haas, Paleontological Research Institution and its Museum of the Earth; Glenn Dolphin, Univ. of Calgary; Laura Guertin, Pennsylvania State–Brandywine; Scott Mandia, Suffolk County Community College; Ronert Ross, Paleontological Research Institute and its Museum of the Earth
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division; GSA History and Philosophy of Geology Division
CEU: 0.4 | Max. class size: 30

Show Course Description

Hide

Course Description

Climate and energy are topics rife with controversy, which provides challenges and opportunities for teaching. This is one of two connected courses on controversial issues that may be taken separately or together. Questions addressed include: Why are certain issues controversial? How do controversial issues differ from one another? How can we help learners focus on deepening understandings rather than fortifying positions? What does the history of controversy teach us about dealing with these issues? Both courses will investigate the teaching of controversial issues from theoretical perspectives and provide nuts-and-bolts strategies to make teaching such topics more effective and less divisive.

518D. Teaching Controversial Issues 2: Evolution of Life and Earth

When: Sat., 18 Oct., 1–5 p.m.
Where: Centre for Dialogue, Executive Room 470
Cost: US$35 for one course — or get two-for-one! — pay the same amount when combined with a morning course (add 518A, 518B, or 518C)
Instructors: Don Duggan-Haas, Paleontological Research Institution and its Museum of the Earth; Glenn Dolphin, Univ. of Calgary; Laura Guertin, Pennsylvania State–Brandywine; Scott Mandia, Suffolk County Community College; Ronert Ross, Paleontological Research Institute and its Museum of the Earth
Cosponsors: National Association of Geoscience Teachers; GSA Geoscience Education Division; GSA History and Philosophy of Geology Division
CEU: 0.4 | Max. class size: 30

Show Course Description

Hide

Course Description

Evolutionary history and ocean science are rife with controversy, which provides challenges and opportunities for teaching. This is one of two connected courses on controversial issues that may be taken separately or together. Questions addressed include: Why are certain issues controversial? How do controversial issues differ from one another? How can we help learners focus on deepening understandings rather than fortifying positions? What does the history of controversy teach us about dealing with these issues? Both courses will investigate the teaching of controversial issues from theoretical perspectives and provide nuts-and-bolts strategies to make teaching such topics more effective and less divisive.

Topical Sessions

There are a lot of great education-themed topical sessions slated for the meeting this year, and NAGT is sponsoring 15 of them (see below). You can see all of the Education sessions on the GSA website.

T56. Ushering in a New Era in K–16 Geoscience Education

Michael J. Passow, Glenn R. Dolphin
National Earth Science Teachers Association; National Association of Geoscience Teachers; GSA Geoscience Education Division
What are effective strategies to implement Next Generation Science Standards in U.S. schools, address critical issues such as climate change, and incorporate data-driven authentic inquiry?

T57. Digital Geology Sandpit (Digital Posters)

Declan G. De Paor, Steven J. Whitmeyer, Callan Bentley
GSA Geoscience Education Division; GSA Structural Geology and Tectonics Division; GSA Quaternary Geology and Geomorphology Division; GSA Hydrogeology Division; GSA Archaeological Geology Division; GSA Limnogeology Division; GSA Geobiology & Geomicrobiology Division; GSA Mineralogy, Geochemistry, Petrology, and Volcanology Division; GSA Geology and Society Division; GSA Environmental and Engineering; GSA Sedimentary Geology Division; GSA Geophysics Division; GSA Geoinformatics Division; National Association of Geoscience Teachers
Get hands-on experience with the latest greatest digital technologies—hardware and software. Present on flat screens, sit at tables, and share your favorite mobile apps for geoscience education and research. (DIGITAL POSTER SESSION)

T61. Spatial Thinking in Geoscience Teaching, Learning, and Professional Practice

Heather L. Petcovic, Carol J. Ormand, Robert W. Krantz
GSA Geoscience Education Division; National Association of Geoscience Teachers; American Association of Petroleum Geologists Committee for Structural Interpretation; GSA Structural Geology and Tectonics Division; GSA Geophysics Division
Skills in spatial thinking and visualization are considered integral to geoscience learning and practice. This session considers research across educational settings and professional practice, as well as teaching aimed at enhancing spatial-visual skills.

T62. Supporting Student Success in Colleges and Universities

Robert H. Blodgett, Norlene R. Emerson, Bruce E. Herbert
National Association of Geoscience Teachers; GSA Geoscience Education Division; NAGT Geo2YC Division; Supporting and Advancing Geoscience Education at Two-Year Colleges (SAGE 2YC) Program
Presentations can address working with underserved subpopulations (e.g. first generation students, students with disabilities), promoting self-reflection and metacognition, motivating students, improving study skills, reducing math/science/nature anxiety and stereotype threat, and other topics.

T63. International Field Experiences in the Geological Sciences

Miriam Barquero-Molina, Robert L. Bauer
National Association of Geoscience Teachers
We seek presentations on international programs promoting student field study experiences completed outside the United States. In addition to description of the geological activities, presentations will include descriptions of associated logistical, administrative, and financial issues.

T64. Transdisciplinary Thinking in Geoscience Education at Two-Year and Four-Year Colleges: Innovations in Curriculum, Pedagogy, and Assessment in Introductory Geoscience Courses

Benjamin Wolfe, Merry Wilson
National Association of Geoscience Teachers
Effective interdisciplinary and transdisciplinary curriculum practices are essential for student success in introductory geoscience courses. Submissions may include learning communities, service and field-based learning, writing across the curriculum, and learning outcomes assessment.

T65. Successful Models of Blended/Hybrid Learning Environments in the Geosciences

David A. McConnell, Elizabeth Nagy-Shadman, Timothy J. Bralower
GSA Geoscience Education Division; National Association of Geoscience Teachers
This session will describe examples of courses featuring blended or hybrid learning formats that combine aspects of online learning and face-to-face instruction. We encourage submissions that assess learning in comparison to more traditional class environments.

T66. Transformative Innovations in Undergraduate Geoscience Education Supported by NSF Funding Programs: Accomplishments and Future Directions

Jeffrey Ryan, Jill Singer
National Association of Geoscience Teachers
This session highlights successful NSF-supported efforts to improve undergraduate geoscience education, the strategies of high-impact projects, and future needs in this area that are amenable to NSF support.

T67. Supporting Successful Student Transfer between Two-Year Colleges and Four-year Colleges and Universities

Eric M.D. Baer, Benjamin A. Wolfe, Carolyn Wilson
GSA Geoscience Education Division; National Association of Geoscience Teachers
Topics might include advising and support strategies, articulation agreements, curricular alignment, ongoing 2YC–4YC faculty interactions, cross-institutional student research projects and field trips, summer bridge programs, recruitment programs, and/or research on transfer patterns.

T70. Undertaking Environmental- and Geoscience-Related Research Investigation as Part of Experiential Learning, Comprehension, and Critical Thinking Aspects: Involvement of K12–16 Students (Posters)

Nazrul I. Khandaker
National Association of Geoscience Teachers; GSA Geology and Society Division; GSA Environmental and Engineering Geology Division; GSA Geoscience Education Division; Council on Undergraduate Research Geoscienced Division
This topical session is primarily aimed at opening doors to K12–16 students to share their basic geology and environmental research information with the participants as part of experiential learning, comprehension, and critical thinking aspects.

T71. Climate Literacy: Formal and Informal Education and Outreach Efforts to Increase Awareness and Enable Responsible Decisions

Tamara Shapiro Ledley, Katherine K. Ellins, Frank Niepold, Susan B. Sullivan
GSA Geoscience Education Division; National Association of Geoscience Teachers; CLEAN Network
Papers focusing on efforts for pre-college (students & teachers), higher education, informal education audiences, and outreach, including materials, activities, curriculum, capstone projects, service learning, professional development programs, community activities, and the arts, are encouraged.

T74. Geoscience Field Education: The Implications of Research and Practice for Workforce Development

Heather L. Petcovic, Alison Stokes, Joshua L. Caulkins
GSA Geoscience Education Division; National Association of Geoscience Teachers
This session considers examples of both formal and informal educational field experiences, research on teaching and learning in the field, and the role of fieldwork in developing the future geoscience workforce.