Science Education Resource Center - Carleton College
I served as Director of the Science Education Resource Center (SERC) at Carleton College until 2020 during which time I led our work to improve education guiding projects to completion, developing new directions, raising funds and managing our staff. This work supported communities of educators in learning together and collaborating to create resources supporting widespread improvement in various aspects of education. My research focuses on understanding faculty learning and the impact of professional networks on educational practice.
I was the Executive Director of the National Association of Geoscience Teachers from 2007 to 2019. I was a member of the Board on Science Education and the LabX Advisory Board for the National Academies of Science, Engineering, and Medicine, and have served on the elected leadership for the American Geophysical Union and AAAS Education Section . I am a fellow of the AAAS, the American Geophysical Union, and the Geological Society of America, and past recipient of the American Geophysical Union's award for Excellence in Earth and Space Education. I received my B.A. in Geology from Williams College and my Ph.D. in Geology from the California Institute of Technology.
Currently, I am in the midst of a transition and enjoying the opportunity to explore. This includes
- finishing up some papers about SERC's past impact
- investigating ways in which I can contribute to environmental learning and action in the communities where I live: Rochester MN and McCall ID
- contributing to regional and national efforts to improve global change literacy and resilience including the work of the Aspen Global Change Institute and the Midwest Climate Collaborative.
- serving as a Distinguished Lecturer for AGU.
The Earth Connections project (lead PI) explored creation of local educational pathways linking opportunities to learn geoscience with community involvement across grade levels. Working locally with three communities and five national scale geoscience educational programs (UNAVCO, IRIS, AGU Thriving Earth Exchange, Lawrence Hall of Science, and SERC) this project focused on connecting existing geoscience learning opportunities within the communities and strengthening programming by capitalizing on the participating programs. A key innovation of the project was the development of local geoscience educational pathway maps that could be used to document the existing programming and plan for strengthening. A second important outcome was a model for building connections between local efforts and national efforts.
The InTeGrate project (lead PI) strengthen teaching of geoscience in the context of societal issues in higher education both within geoscience programs and across the curriculum. The goal of the project was to broaden participation in geoscience education by making the relevance to current societal issues more central and by broadening the academic contexts in which geoscience is introduced. More than 125 faculty formed 33 interinstitutional teams to develop, test and publish curriculum materials for this new type of teaching. These materials have been adapted, adopted or informed teaching of more than 3000 courses across the United States and use or the website that hosts them continues to grow. Sixteen model programs demonstrate how these materials and the philosophy that they embody can be used to engage a broader and more diverse group of students in improved teaching and learning about the Earth at scales from a department to a state. These experiences are synthesized on the project website and have been incorporated into the National Association of Geoscience Teachers Traveling Workshop Program. Accomplished over 8 years with an NSF investment of $10M, the InTeGrate community includes more than 2500 educators.
The On the Cutting Edge project (co-PI and website lead) developed a comprehensive professional development program for the geosciences. This project pioneered the use of online tools to promote sharing among workshop participants while creating a website that brought the results of workshops to a broader audience. Established in 2002 with NSF funding, more than 3000 faculty, post-docs and graduate students from over 900 institutions have participated in 109 face-to-face and virtual workshops and community-based research projects producing a website that has more than 9,000 pages of content and is visited by more than 1,000,000 users annually. This transformation was made possible by an investment of more than $8.5 million by the National Science Foundation over a thirteen year period. The professional development program and website are now a core activities of the National Association of Geoscience Teachers. Learn More About Project Impact »
The Pedagogies in Action project (lead PI) developed a go-to resource on teaching methods for educators in STEM and beyond. Pioneering a format that linked information on pedagogy to examples of its use across the disciplines educators searching for activities to use in their teaching find activities linked toinformation on the underpinning methods and the research on their effectiveness while educators searching for pedagogic information find ways to transfer these techniques into their teaching. Novel features of SERCkit, our content management system allow individual communities to integrate modules into their own sites with customized example collections.
The Tracer project (leadership team) investigated the impact of professional development activities on faculty teaching and student learning. Combining an ethnographic approach with an evaluation study, we developed techniques for assessing changes in teaching and learning using faculty evaluation of assignments and student work. The study shows the largest impacts of professional development is the spread of ideas, values, and practices across the campus. This work is summarized in the book Faculty Development and Student Learning: Assessing the Connections by Condon W. ,Iverson E.R., Manduca, C.A., Rutz, C. and Willet, G published in 2016 by Indiana University Press, in an article in Change: The Magazine of Higher Learning, May/June 2012: Faculty Professional Development and Student Learning: What is the Relationship? (Rutz,C., Condon, W., Manduca, C., Willett, G.) ; and the methods are described in an article in Assessing Writing, Vol. 20. April. p. 19-36: Measures matter: Evidence of faculty development effects on faculty and student learning (Gudrun Willett, , Ellen Iverson, Carol Rutz, and Cathryn Manduca).
Curriculum Vita (Microsoft Word 277kB Oct13 21)
1 Page Bio (Microsoft Word 2007 (.docx) 14kB Oct13 21)
California Institute of Technology, Pasadena, CA - Geology , PhD, 1988, MS 1982
Williams College, Williamstown, MA - Geology BA, 1980
McCall-Donnelly High School, McCall, ID - 1976
Sarah K. Fortner, Cathryn A. Manduca, Sarah K. Fortner, Cathryn A. Manduca, Hendratta N. Ali, Casey M. Saup, DEIJ Writing Leads:, Samuel C. Nyarko, Shannon Othus-Gault, Viranga Perera, Vincent C. H. Tong, Geoscience Education Practice Writing Leads:, Anne U. Gold, Tanya Furman, Geoscience Education Research Writing Leads:, Leilani Arthurs, Bridget K. Mulvey, Kristen St. John, DEIJ Writing Team:, Joel G. Singley, Elijah Thomas Johnson, Molly Witter, Geoscience Education Practice Writing Team:, Rebecca L. Batchelor, Deron T. Carter, M. Chantale Damas, Lynsey LeMay, Karen M. Layou, Russanne Low, Hui Hui Wang, Kai Olson-Sawyer, Amy Pallant, Katherine Ryker, Geoscience Education Research Writing Team:, Laura Lukes, Nicole LaDue, Katherine Ryker, Kaatje J. van der Hoeven Kraft (2021) Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science Earth and Space Science Volume9, Issue5 https://doi.org/10.1029/2022EA002298.
Teasdale, R., Ryker, K., Viskupic, K.,Czajka C.D., Manduca, C., (2020) Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms. IJ STEM Ed 7, 56. https://doi.org/10.1186/s40594-020-00251-2
Fortner, S., Manduca, C., Guertin, L., Szymanski, D., Villalobos, J., (2019) Teaching for Earth Resilience: A Strategy for Increased Diversity and Equity. Groundwork. Published online May 24, 2019 https://doi.org/10.1130/GSATG388GW.1
Viskupic, K., Ryker, K., Teasdale, R., Manduca, C., Iverson, E., Farthing, R., Bruckner, M., McFadden, R., (2019) Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development, Journal for STEM Education Research Published online May 1, 2019.
Gosselin, D.C., Manduca, C.A., Bralower, T., Egger, A.E., (2019). Preparing Students to Address Societally Relevant Challenges in the Geosciences: The InTeGrate Approach, Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future, pp. 2-23. Published online Dec 14, 2018.
Kastens, Kim A., and Manduca, C.A., (2017) Using systems thinking in the Design, Implementation and Evaluation of Complex Educational Innovations, With Examples From the InTeGrate Project, Journal of Geoscience Education Vol .65, no. 3, August 2017, pp - 219-230.
Manduca, C., Iverson, E., Luxenberg, M., Macdonald, R.H., McConnell, D., Mogk, D., Tewksbury, B., (2017). Improving undergraduate STEM education: The efficacy of discipline-based professional development Science Advances. Vol.3, no 2.
DiBartolo, P.M., Gregg-Jolly, L., Gross, D., Manduca, C.A., Iverson, E., Cooke III, D.B., Davis, G.K., Davidson, C., Hertz, P.E., Hibbard, L., Ireland, S.K., Mader, C., Pai, A., Raps, S., Siwicki, K., Swartz, J.E., (2016). Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions, Article for "Broadening Participation in the Life Sciences" Special Issue Condon W. ,Iverson E.R., Manduca, C.A., Rutz, C. and Willet, G., (2016) Faculty Development and Student Learning: Assessing the Connections, Indiana University Press, Bloomington, IN, 156 p.
Kastens, K.A., and Manduca, C.A. (2016). Using systems thinking to design, implement and evaluate the InTeGrate project: InTeGrate White Paper.
Using Systems Thinking to design, implement and evaluat (Acrobat (PDF) 857kB Apr25 16)
Gross, D, Iverson, E., Willett, G., Manduca, C., (2015) Broadening Access to Science With Support for the Whole Student in a Residential Liberal Arts College Environment, Journal of College Science Teacher, v 44, no 8, p. 99-107
O'Connell, Kristin, Bruckner, M.Z., Manduca, C.A., Gosselin, D.C. Supporting Interdisciplinary Teaching about the Earth with the InTeGrate Website, Journal of Environmental Studies and Sciences.
Doser, Diane I., Cathy Manduca, Dallas Rhodes (2014) Recruiting and Supporting Diverse Geoscience and Environmental Science Students Eos Transactions American Geophysical Union. Vol. 95, No. 32, p 289
Jee, B. D., Gentner, D., Uttal, D. H., Sageman, B., Forbus, K., Manduca, C., Ormand, C. J., Shipley, T., & Tikoff, B. (2014). Drawing on experience: How domain knowledge is reflected in sketches of scientific structures and processes.Research in Science Education. April 2014
Willett, Gudrun, Ellen Iverson, Carol Rutz, and Cathryn Manduca, Measures matter: Evidence of faculty development effects on faculty and student learning, Assessing Writing, Vol. 20. April. p. 19-36
Gosselin, David C., Cathy Manduca, Eric Oches, Jean MacGregor, Karin Kirk, Curricular Materials Integrate Geosciences into the Teaching of Sustainability. In the Trenches, v. 3. No. 4, October 2013.
Gosselin, David C., Cathy Manduca, Tim Bralower, David Mogk. Transforming the Teaching of Geoscience and Sustainability. Eos Trans. AGU. 94(25), 221-222. 18 June 2013.
Manduca, Cathryn A., Basil Tikoff, Sara Hotchkiss. (2013) The Evolving Nature of Collaboration in the Geological Sciences. in Baker, V. (Ed) Rethinking the Fabric of Geology.Geological Society of America Special Paper 502, p. 153-164.
Shipley, Thomas F., Basil Tikoff, Carol J. Ormand, and Cathryn A. Manduca (2013). Structural Geology Practice and Learning, from the Perspective of Cognitive Science: Journal of Structural Geology, v. 54, pp. 72-84.
Tewksbury, Barbara, Cathryn A. Manduca, David W. Mogk, R. Heather Macdonald. (2013) Geoscience Education for the Anthropocene. In Bickford B. (Ed) The Impact of the Geological Sciences on Society: Geological Society of America Special Paper 501, p 189-201.
Rutz, C., Condon, W., Manduca, C., Willett, G. (2012) Faculty Professional Development and Student Learning: What is the Relationship? Change: The Magazine of Higher Learning, May/June 2012.
Narum, Jeanne and Manduca, Cathy (2012) Workshops and Networks in Brainbridge, William Sims, editor, Leadership in Science and Technology, A Reference Handbook. ISBN 978-1-4129-7688-6 p. 443-451
Manduca, Cathryn A. and Kastens, Kim A. (2012) Geoscience and geoscientists: Uniquely equipped to study the Earth in Kastens, K.A., and Manduca, C.A., eds., Earth and Mind II: A Synthesis of Research on Thinking and Learning in the Geosciences: Geological Society of America Special Paper 486, p. 1–12, doi:10.1130/2012.2486(01)
Kastens, K.A., and Manduca, C.A., eds., Earth and Mind II: A Synthesis of Research on Thinking and Learning in the Geosciences: Geological Society of America Special Paper 486
Manduca, Cathryn A. (2011). Improving undergraduate geoscience education – A Community Endeavor: GSA Today, v. 21, n. 9, p. 12-14.
Jee, Benjamin D., David Uttal, Dedre Gentner, Cathryn Manduca, Thomas Shipley, Brad Sageman, Carol J. Ormand, & Basil Tikoff (2010). Analogical thinking in geoscience education: Journal of Geoscience Education, v. 58, n. 1, pp. 2-13.
Manduca, Cathryn A., David W. Mogk, Barbara Tewksbury, R. Heather Macdonald, Sean P. Fox, Ellen R. Iverson, Karin Kirk, John McDaris, Carol Ormand, and Monica Bruckner (2010). SPORE: Science Prize for Online Resources in Education: On the Cutting Edge: Teaching Help For Geoscience Faculty: Science, v. 327, no. 5969, pp. 1095-1096. http://www.sciencemag.org/cgi/content/short/327/5969/1095
Kastens, K., C.A. Manduca, C. Cervato, R. Frodeman, C. Goodwin, L.S. Lieben, D.W. Mogk, T.C. Spangler, N.A. Stillings, and S. Titus (2009), How Geoscientists Think and Learn, Eos Trans. AGU, 90(31), 265.
C.A. Manduca, E. Baer, G. Hancock, R.H. Macdonald, S. Patterson, M. Savina and J. Wenner (2008), Making Undergraduate Geoscience Quantitative. EOS, 89(16), 149-150.
Manduca, C., H. Macdonald, and G. Feiss (2008), Education: Preparing Students for Geosciences of the Future, Geotimes 53 (4), 59.
Manduca, C., J. Johnston (2008), Engaging Faculty in Discussion of the Affective Domain: A Practical Strategy, The National Teaching & Learning Forum, Vol 17, Num 3.
Manduca, C., H. Petcovic, and S. Linneman (2007), Geoscience Faculty Discuss Courses for Future Earth Science Teachers, Eos Trans. AGU, 88(42), 428.
Manduca, C. A., and I. Cifuentes (2007), Developing Earth and Space Scientists for the Future, Eos Trans. AGU, 88(38), 373.
Manduca, C.A. (2007) On the Cutting Edge of Teaching About Early Earth. Geotimes 52 (7), 44-45.
Manduca, C.A. (2007). Improving Instruction in Mineralogy, Petrology, and Geochemistry - Lessons from Research on Learning. Elements 3(2), 95-100.
Manduca, C.A. and J.R. Carpenter (Eds.) (2006). Teaching in the Field. Special issue of the Journal of Geoscience Education. 54(2).
Manduca, C.A., S. Fox, and E.R. Iverson (2006). Digital Library as Network and Community Center. D-Lib, 12(12).
Manduca, C.A., H. Macdonald, D. Mogk, and B. Tewksbury (2006). On the Cutting Edge: Evolving Themes, Enduring Impact (Acrobat (PDF) 335kB Apr25 06). Northfield, MN: Science Education Resource Center.
Manduca, C.A. and D.W. Mogk (Eds) (2006). Earth and Mind: How Geologists Think and Learn about the Earth. Boulder, CO: The Geological Society of America.
McMartin, F., E. Iverson, C. Manduca, A. Wolf, G. Morgan (2006) Factors Motivating Use of Digital Libraries Proceedings of the 6th ACM/IEEE-CS joint conference on Digital libraries, ACM Press.
Fox, S., Manduca, C. A., Iverson, E., (2005). Building Educational Portals atop Digital Libraries D-Lib, 11(1).
Hancock, G. and C.A. Manduca (2005). Developing Quantitative Skills Activities for Geoscience Students, EOS, 86(39), p. 355.
Macdonald, R.H., C.A. Manduca, D.W. Mogk, and B.J. Tewksbury (2005). "Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 On the Cutting Edge Survey of US Faculty." Journal of Geoscience Education, 53(3): 237.
Manduca, C.A., Iverson, E.R., Fox, S.P., McMartin, F. (2005). Influencing User Behavior through Digital Library Design: An Example from the Geosciences, D-Lib, vol 11(5). (Recipient of the Geoscience Information Society's Best Paper Awardfor 2006!)
Macdonald, R. H., C. A. Manduca, D. W. Mogk and B. J. Tewksbury (2004). "On the Cutting Edge: Improving Learning by Enhancing Teaching." In, Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. Washington, D.C., AAAS: 381.
Manduca, C.A., H. Macdonald, D. Mogk, and B. Tewksbury (2004). "On the Cutting Edge: Leadership development in the Geosciences." Project Kaleidoscope Volume IV: What works, what matters, what lasts. July 23: The work of disciplinary societies in identifying and nurturing faculty leaders.
Manduca, C.A., D.W. Mogk and N. Stillings (2004). Bringing Research on Learning to the Geosciences. Northfield, MN, Science Education Resource Center, Carleton College: 32.
Manduca, C.A. and D.W. Mogk (2003). Using Data in Undergraduate Classrooms. Northfield, MN, Science Education Resource Center, Carleton College: 36.
Manduca, C.A., McMartin, F. Mogk, D.W., eds. (2001). The National SMETE Digital Library: Pathways to Progress. Report from UCAR to the National Science Foundation, Grant # 00-816100 (available online )
Manduca, C.A. (2000). Living with Karst: Maintaining a Clean Water Supply for Olmsted County, in The Earth Around Us: Maintaining a Livable Planet, J.S. Schneiderman (Ed.). New York: W. H. Freeman & Co.
Manduca, C.A. and D.W. Mogk (2000). DLESE: The Community Plan (Acrobat (PDF) 744kB Jan16 03). University of Oklahoma.
Ireton, M. F. W., C. A. Manduca and D. W. Mogk (1997). Shaping the Future of Undergraduate Earth Science Education - Innovation and Change Using an Earth System Approach. Washington DC, American Geophysical Union.
Manduca, C.A. (1996). The Value of Undergraduate Research Experiences: Reflections from Keck Geology Consortium Alumni: Council on Undergraduate Research Quarterly, 16(3), 176-178.
Manduca, C.A. and H.H. Woodard (1995). Research Groups For Undergraduate Students And Faculty In The Keck Geology Consortium. Journal of Geological Education, 43(4), 400-403.
Lund, K. Kuntz, M.A., Manduca, C.A., Gammons, C.H., Evans, K.V., Tysdal, R.G., Winkler, G.R., and Connor J.J (1997) Geologic Map of the Western Salmon River Mountains, Valley and Idaho Counties, West Central Idaho, Geologic Investigations Map, Map I-2599
Manduca, C.A., Kuntz, M.A., and Silver, L.T. (1993). Emplacement and Deformation History of the Western Margin of the Idaho Batholith near McCall-Influence of a Major Terrane Boundary: Geological Society of America Bulletin, 105 p. 749-765.
Manduca, C.A., Silver, L.T. and Taylor, H.P (1992). 87Sr/86Sr and 18O/16O Isotopic Systematics and Geochemistry of Granitoid Plutons Across a Steeply-Dipping Boundary Between Contrasting Lithospheric Blocks in Western Idaho: Contributions to Mineralogy and Petrology, 109, p. 355-372.
Aliberti, E. and Manduca, C.A. (1988). A Transect Across an Island Arc-Continent Boundary: West-central Idaho in Guidebook to the Geology of Central and Southern Idaho, Paul Karl Link and William R. Hackett, eds.: Idaho Geological Survey Bulletin 27, p. 99-107. Revised and reprinted in Precambrian and Mesozoic Plate Margins, Sharon E. Lewis and Richard B. Berg, eds.: Montana Bureau of Mines and Geology Special Publication 96, p. 181-190.
Curriculum Vita (Microsoft Word 277kB Oct13 21)
1 Page Bio (Microsoft Word 2007 (.docx) 14kB Oct13 21)]