Kaatje van der Hoeven Kraft

Earthquake Case Study part of Introductory Courses:Activities
This activity is a multiple case study analysis of different earthquakes that leads to student interpretation of claims, evidence and prediction/recommendations.

Evidence for Climate Change and Empowering Students to Action part of Curriculum for the Bioregion:Activities
This activity provides an opportunity for students to examine the evidence that supports climate change and engage in a classroom discussion and self-reflection on that experience and empower them to consider their own actions and how they can make changes in their life practices

Developing Student Ability to Ask Scientific Questions part of Undergraduate Research:2014 Workshop:Activities
This activity is a two-part (three week) lab in which students initially develop a claim (non-scientific) and learn how to use evidence to support a claim. They then are provided with a scientific research question ...

Reflection on the process of science & geoscience part of Metacognition:Activities
This is an activity for early in the semester that asks student to reflect on their understanding of the process of science, participate in an activity about the process of science, and then re-reflect on their ...

Mercalli Earthquake Activity part of Introductory Courses:Activities
A jigsaw process that allows students to analyze first person descriptions of earthquakes and assess several earthquake features.

Climate, Climate Change, and Racism part of Teach the Earth:Teaching Activities
Students engage in a discussion about climate change by both watching videos and reading an article to learn about the science behind climate change and some of the impacts of our warming climate. They then post ...

Flooding, flood risks, and what populations are impacted part of Teach the Earth:Teaching Activities
In this lab, students learn about four different types of flood: flash floods, regional floods, storm surges, and tsunami. They then explore the human experience of flooding and who is impacted the most by flooding ...

Power of the Story: Interpreting oral histories part of Teach the Earth:Teaching Activities
This activity asks students to find a narrative that depicts a geologic event (preferably from non-dominant cultural oral histories) and interpret it applying the knowledge they have gained in class. This writing ...

Introduction to the Black Canyon City Landslide part of NAGT:Teaching Resources:Teaching in the Field:Field Trip Collection
On this one day field trip, students will be exposed to some general introductory field methods by examining an active landslide. They will examine the relative ages of the units involved as well as identify the types of materials involved (bentonite, basalt, colluvium and alluvium). They will make an assessment as to what type of motion is occurring as well as a prediction for what types of hazards this may pose to the surrounding community.

How can we broaden participation in the geosciences? part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Broadening participation in the geosciences is both an issue of equity and practicality. Current job projections indicate that more than 90% of all STEM jobs will require at least some college within the next decade (Carnevale et al., 2010). By 2050, the current underrepresented population (Hispanic, African-American, Asian and mix of 2 or more races) will comprise nearly half of the population (Day, 1996), as a result, the current majority White population will no longer be the dominant contributors to the job market. If Science, Technology, Engineering and Mathematics (STEM) jobs currently held by the majority are not replaced and filled by individuals in the growing minority groups, the nation faces a possible crisis. In addition, those who obtain a college degree are more likely to be flexible as the job market shifts and changes with technological advances (Carnevale et al., 2010). Supporting students in the general education science classes to be successful becomes a critical step toward obtaining a college degree, particularly those who move into STEM fields.

Why do we teach geoscience to non-majors? part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Essays
Why do we teach geoscience to non-majors? Kaatje Kraft, Physical Science, Mesa Community College In a recent homework assignment a student submitted about the nature of geoscience, he cited a webpage that discusses ...

Kaatje Kraft part of Metacognition:Workshop 08:Participant Essays
Teaching Metacognition: Preparing Students to Be Successful by Kaatje Kraft, Physical Science Department, Mesa Community College As a faculty member at a community college I encounter a wide diversity of ...

Kaatje Kraft part of Affective Domain:Workshop 07:Workshop Participants
Physical Science, Mesa Community College Homepage What are the key issues related to the role of the affective domain in teaching geoscience that you would like to engage at the workshop? The cultural & ...

The ENGAGE Workshop: Encouraging Networks between Geoscience and Geoscience Education part of Rendezvous 2015:Program:Abstracts
The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National ...

Factors that contribute and inhibit successful transfer for two-year college students: Implications on strengthening the geoscience student transfer pathway part of Rendezvous 2015:Program:Abstracts
Two-year colleges (2YCs) play an important role in postsecondary education in the U.S., and are essential in the education of science, technology, engineering, and mathematics (STEM) fields. Research indicates ...

Report on Unlearning Racism in Geoscience from the 2YC URGE Pod part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2021:Program:Poster Sessions:Wednesday:Poster Session III
The five-month long virtual Unlearning Racism in Geoscience (URGE) program was developed to empower groups, or pods, of geoscience faculty to implement anti-racist strategies and policies within their departments ...

Engaging an entire STEM division in professional development: supporting students through the whole curriculum part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2017:Program:Poster Sessions:Wednesday
Change at the core (C-Core), an NSF-funded program provides professional development for 60 STEM faculty across 3 interlinked institutions focusing on student-centered learning in geology, biology, chemistry, ...

Research on Geoscience Students' Self-Regulated Learning, Metacognition, and Affect part of NAGT:Geoscience Education Research:Community Framework for GER:Self-Regulated Learning
Download a pdf of this chapterKaren S. McNeal, Auburn University; Kaatje Van der Hoeven Kraft, Whatcom Community College; Elizabeth Nagy-Shadman, Pasadena City College; Mary Beck, Valencia College, and Jason ...

Geology at Mesa Community College, Mesa Community College part of Strong Geoscience Departments:Degree Programs:Curriculum Profiles
Information for this profile was provided by Kaatje Kraft, Mesa Community College. Information is also available on the program website. Students in this program are pursuing a associates degree. Program Design ...

Supporting Minority Students at Mesa Community College part of Integrate:Program Design:Increase Diversity:Supporting Minority Students
Mesa Community College serves over 40,000 students a year, 21% of whom are Hispanic. We have two different geoscience pathways for students to pursue, geology (in the physical science department) and geography (in the cultural science department). Both programs serve over 600 students a year, only a handful of whom self-identify as majors. There are no geoscience degrees, so tracking the number of majors is difficult, however there is a geology club that has an active membership ranging from 10-30 members in any given year.

Making the "black box" model more transparent part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Activity Supplement Collection
Kaatje Kraft, Department of Physical Science, Mesa Community College.Original authors: Kaatje Kraft, Annia Fayon, Merry Wilson, Erin Peters, Nicole LaDue, Christy Briles, Jim McDougall, and Ron NarodeThis page is ...

Geologic Disasters and the Enviroment part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Course Supplement Collection
Kaatje Kraft, Department of Physical Sciences, Mesa Community College.This page is a supplement to the original course description found hereShort description of the course:This course teaches the essentials of ...

Hypothesis Formulation & Testing part of Starting Point-Teaching Entry Level Geoscience:First Day of Class:Activities
Kaatje Kraft, Mesa Community College Course: Introduction to Physical Geology ~50 students Students remember what they have seen and done much better than they remember what you have told them. The Activity In ...

Earthquake Analysis Paper part of Student Learning: Observing and Assessing:Activities
This activity requires students to link what they have learned in class to current earthquakes around the world. They are required to analyze two different earthquakes, and then compare the two for similarities and differences.

Undergraduate Research in the First Two Years part of Earth Educators Rendezvous:Rendezvous 2022:Program:Afternoon Mini-Workshops
Undergraduate research experiences can be deeply impactful for student learning of content and skills as well as for identity development. Early exposure to authentic research has been shown to improve recruitment, ...

Leveling the Playing Field by Developing Student Metacognition part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2017:Program:Roundtable Discussions
Metacognition is the ability to think about ones thinking, as part of a large context of self-regulation of learning. Students who demonstrate the ability to be metacognitive are more likely to be successful at any ...