Activity 2.2: Issue Investigation
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
During Activity 2.2, students download, organize, and analyze geoscience data sets of sea level trends, terrestrial ice sheet trends, and intensity of tropical cyclones as well as forecast models of atmospheric CO2 ...

Unit 2: Climate Change, After the Storm
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
The goal of Unit 2 is for students to apply what they learned about the methods of geoscience to complete an authentic and data-rich, lab-based activity to address the following problem: "To what extent should ...

Activity 2.1: The Issue
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
Activity 2.1 motivates and engages students through the issue of climate change in a socioscientific context. This activity first assesses students' prior knowledge and then familiarizes students with a ...

Unit 1: How Do the Methods of Geoscience Compare with THE Scientific Method?
Scott Linneman, Western Washington University; Jeffrey D. Thomas, Central Connecticut State University; James Ebert, SUNY College at Oneonta
This activity introduces geoscientific thinking to a primarily non-geoscience audience. This is the introductory activity of a module designed for pre-service secondary science teachers in a secondary science ...

Geoscience education research project
Karen Kortz, Community College of Rhode Island
Students complete a scientific research project including asking a question, developing methods, collecting data, analyzing and interpreting data, and communicating results. The research question begins "What ...

Syllabus Quiz
Karin Kirk, Freelance Science Writer and Geoscientist
This quiz helps students make sure they understand the important policies of the course before they embark into the course. Because students in online courses need to digest all of the course rules by reading ...

Wheel of... Geology!
Rebecca Teed, Wright State University-Main Campus
This quiz game is intended to help students review for an upcoming exam. Topics of questions are randomly determined by spinning a wheel. Teams answer questions using electronic CPS handhelds. -

Lab using Volcano Scenarios: Hazard Maps and Communicating Risk
LeeAnn Srogi, West Chester University of Pennsylvania
This is a lab activity in which small groups of students work with maps, rocks, photographs of volcanic deposits, and textual data to construct a hazard map and a risk communication plan for a specific volcano. Each group is assigned a "volcano scenario," which is based on real volcanoes.

ConcepTests
David McConnell, North Carolina State University
ConcepTests are conceptual multiple-choice questions that focus on one key concept of an instructor's learning goals for a lesson. When coupled with student interaction through peer instruction, ConcepTests represent a rapid method of formative assessment of student understanding.

Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers")
Stephanie Chasteen, University of Colorado at Boulder
Learning Assistants are used to facilitate student discussion in peer instruction during clicker questions (i.e., classroom response systems), by asking Socratic questions, emphasizing reasoning, and probing student thinking.