Kaatje Kraft

Earthquake Case Study part of Cutting Edge: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.

Developing Student Ability to Ask Scientific Questions part of Cutting Edge:Develop Program-Wide Abilities: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 Cutting Edge:Develop Program-Wide Abilities: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 Cutting Edge:Introductory Courses:Activities
A jigsaw process that allows students to analyze first person descriptions of earthquakes and assess several earthquake features.

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:Supporting Student Success: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: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 ...

Kaatje Kraft part of Cutting Edge: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 Cutting Edge: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 & ...