Monica Bruckner

Science Education and Evaluation Associate

Science Education Resource Center- Carleton College
mbruckne at carleton.edu

I am part of the webteam and evaluation teams at SERC. As part of the webteam, I work with project PIs and workshop leaders to support workshops and virtual events from the planning stages, at events themselves, and into the follow-up. We also work on getting workshop outcomes and materials more broadly disseminated by creating new web content. Often, this means finding ways to share workshop presentations and discussions with a broader audience. In conjunction with every workshop, we build topical websites as well. These websites are designed to share the best ideas from the workshop with a wider audience, and particularly to support faculty in adapting strong pedagogical practices in their teaching.

We also work with partner projects to help them use the web editing tools (what we call the CMS) to get their work up and available to the public. Sometimes this involves authoring pages ourselves, and other times, we're setting up web space for them and answering questions they have about formatting and using the CMS.

As part of the evaluation team, we are involved with project evaluation, which includes website usability studies, exploring project effectiveness, learning about trends in geoscience education, and the like.

Examples of What I Do

Jump down to:
Workshop and Virtual Event Support | Project Management and Technical Support | Geoscience Education Research | Project Evaluation

Web Content Writing

Selected Examples:

Go to /integrate/teaching_materials/risk_resilience.html
Supporting workshops, such as the 2014 Teaching About Risk and Resilience includes supporting workshop leaders and PIs in the planning stages, during the workshop, and with workshop follow-up. Follow-up work includes transferring ideas and outcomes from the workshop discussions and programming to the project website. This provides a resource that serves as an archive for workshop participants and allows this information to be disseminated and propagated to the greater community.

Go to /facultyequity/index.html
I am also involved with web content writing and assembling resources for workshops that are not supported in-person by SERC staff. We work with partner PIs and leaders to develop a format and design that is compatible with available web tools, but that captures the feel desired by the project leaders. We can also interlink among related resources from partner projects to provide a more comprehensive collection of resources for users. For example, this Faculty Equity project and On the Cutting Edge project link to each others' resources, which helps enhance synergies and increase traffic to both project sites.

Go to /microbelife/research_methods/environ_sampling/stableisotopes.html
Some of my web content writing is independent of workshops. This example on stable isotopes was written when I was working on my Master's degree and was related to my area of research.



Workshop and Virtual Event Support

Selected Example:

Go to /NAGTWorkshops/climatemodels/index.html
Workshop and virtual event support includes building the workshop website, application, registration, and evaluation forms, and otherwise supporting the workshop in its planning stages, during the workshop itself, and following the workshop. Part of the website preparation involves assembling collections of related materials and managing contributions of new materials from workshop participants. I also work with workshop leaders and PIs to provide tips and advice on planning the workshop programming and in utilizing SERC web tools to enhance workshop productivity. During virtual events, I work with the workshop leaders, presenters, and participants to enhance their virtual experience by utilizing the technology available from SERC as well as our screen-sharing platform.


Project Management and Technical Support for Partner Projects

Selected Examples:

Go to /integrate/teaching_materials/index.html
I have provided web support and assisted with managing authoring teams for the InTeGrate-developed module and courses. This involves assisting authors with learning how to use the SERC web tools, providing formatting tips and advice, building web spaces, answering questions, managing material piloting, and providing a technical review to the materials.

Go to /sp/library/dps/index.html
I work with partner projects to build web space and assist authors in using SERC web tools and provide formatting tips and advice. Some of these projects, like this example from Pedagogies in Action, use SERC web page templates to guide authors in formatting their materials and the use of which, provides consistency across different partner projects.

Go to /bioregion/index.html
Some projects require integration into their institution's website and format. This example from Curriculum for the Bioregion uses modified chrome and page templates to help it blend in with its parent Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College website.


Geoscience Education Research

Selected Examples:

Go to /NAGTWorkshops/certop/index.html
I work with theOn the Cutting Edge Reformed Teaching Observation Protocol (RTOP) classroom observation project to manage data collection and to analyze the data collected. I am also involved with writing up the results of the project and with supporting the RTOP website associated with the project.

Go to /sp/ssac/national_parks/index.html
Some partners are interested in assessing the effectiveness of their teaching materials. This example, from Spreadsheets Across the Curriculum, involved the SERC evaluation team working with faculty and project PIs to collect and process student data from classrooms that used the project-created modules. This information can be used to inform project reports and to revise materials as PIs see fit.


Project Evaluation

Selected Examples:

Go to /NAGTWorkshops/index.html
I work with the evaluation team and project PIs to assist with data analysis for project evaluation. This includes working with qualitative data collected from surveys and interviews as well as quantitative data, collected from webstats, surveys, and more.

Go to /textbook/index.html
I have been involved with collecting quantitative data (e.g. knowledge surveys) and qualitative data (e.g. via faculty and student interviews) to assist in evaluating projects in online and print formats. This example, stemming from the Reconsidering the Textbook project, involved providing evaluation for a new textbook through collecting pre- and post- course data before the textbook was published and again with instructors using the new textbook. Data was collected, analyzed, and a final project evaluation report was written for the project PIs.


Background

My background is in Earth Science, with a focus on glacial geology and hydrology. I also have a strong interest in ecology and environmental studies. In addition, I have a passion for teaching and for public outreach with science education. Working with SERC has been a wonderful asset to learning new pedagogies and about how students learn.

I began working with SERC in 2005 as a research assistant for Dave Mogk while pursuing my Master's degree at Montana State University. My initial work was with developing informational web pages for the Microbial Life Educational Resources project, including topics such as The Gulf of Mexico Dead Zone and Red Tide and primers on techniques such as Ion Chromatography and Measuring pH and Electrical Conductivity. My position at SERC became full time in July of 2009 as a web content developer and evaluation assistant. I now work across the SERC project sites, mainly with the On the Cutting Edge and InTeGrate projects, assisting with website development and maintenance, web content writing, workshop support, and project evaluation. I am eager at the opportunity to continue to learn more about teaching, education research, and evaluation.

My background with science education has included tutoring, TAing, and an NSF GK-12 fellowship teaching 4th graders about my Master's degree research and climate change for two years. I have enjoyed all of these experiences greatly and hope to pursue similar opportunities in the future.


Education

  • M.S. Earth Sciences, Montana State University, Bozeman, MT, 2008.
    Focus: Glacial systems, hydrology, biogeochemistry.
  • B.A. Geology, with distinction. Augustana College, Rock Island, IL, 2005.
    Minors: Biology and Environmental Studies.

Publications

Mogk, D.W., Bruckner, M.Z. 2020. Geoethics training in the Earth and environmental sciences. Nat Rev Earth Environ, https://doi.org/10.1038/s43017-020-0024-3

Egger, A.E., Bruckner, M.Z., Birnbaum, S.J., Gilbert, L.A., 2019. Facilitating the Development of Effective Interdisciplinary Curricular Materials, Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future, pp. 45-68. Published online Dec 14, 2018.

Teasdale, R., Viskupic, K., Bartley, J., McConnell, D., Manduca, C., Bruckner, M., Farthing D., and Iverson, E., 2017. A multidimensional assessment of reformed teaching practice in geoscience classrooms, Geosphere, Vol. 13, no. 2, pp. 608-627.

Mogk, D., Geissman, J., and Bruckner, M., 2016. Teaching Geoethics Across the Geoscience Curriculum: Why, When, What, How, and Where? Scientific Integrity and Ethics in the Geosciences? A Handbook and History, American Geophysical Union, pp. 200

O'Connell, K., Bruckner, M.Z., Manduca, C.A., and Gosselin, D.C., 2015 (online publication date). Supporting Interdisciplinary Teaching about the Earth with the InTeGrate Website, Journal of Environmental Studies and Sciences, Vol. 6, pp. 354.

Bruckner, Monica, Engaging Students in Learning: Examples from the SERC Sites, In the Trenches, Vol. 3, No. 3, July 2013.

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.


Selected Presentations

Bruckner, M., Manduca, C., Fox, S., Iverson, E., O'Connell, K., Sheriff, K., Egger, A., November 2018. Engaging Students Understanding Earth in the Context of Societal Issues through the InTeGrate Teaching Materials GSA Annual Meeting (Indianapolis, IN).

Bruckner, M., Manduca, C.A., McDaris, J., and Orr, C.H., July 2018. Supporting Interdisciplinary Teaching about the Earth for a Sustainable Future through the InTeGrate Project, Earth Educators' Rendezvous (Lawrence, KS).

Ledley, T.S., Gold, A.U., Niepold, F., Taylor, J., Kirk, K., Bruckner, M. and Fox, S., 2018. Invited: Using the CLEAN Collection to Build Three-Dimensional Lessons to Teach the Climate System, Goldschmidt Abstracts (Boston, MA).

Mogk D, Hochella M, Ranville J and Bruckner M., 2018. Resources for Teaching Nanoscience Across the Geoscience Curriculum, Goldschmidt Abstracts (Boston, MA).

Orr, C.H., H. Scherer, C. Forbes, M. Bruckner. 2018. Teaching About Food, Water and Energy in the Context of Sustainability: Opportunities and Connections with the InTeGrate STEP Center. Poster. American Geophysical Union, Fall Meeting, Washington D.C.