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Projects and Collaborations

This page describes the various projects on which SERC is a leader or collaborator and provides links to project websites where appropriate. See those websites for more information about what role SERC staff play in each case. You may also use the site-wide search and Site Guides to discover projects working on particular topics.

Jump Down To: Climate and Sustainability Projects | Two-Year College Projects | Quantitative Reasoning, Literacy, and Skills | Geoscience Projects | Carleton Collaborations | Evaluation Projects | Other Projects


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Climate and Sustainability Projects

  • CAMEL Climate Change Education
    A collection of interdisciplinary resources for teaching climate change causes, consequences, solutions and actions.
  • Climate Change Collection
    The Climate Change Collection is a suite of science education web resources developed primarily for middle school science teachers and their students relating to the causes and effects of natural climate variations as well as human impacts on the climate system.
  • Climate Education in an Age of Media (CAM)
    The CAM project is developing approaches to bring student media production into climate change education in ways that are engaging, empowering, and can be readily adopted in a wide range of instructional environments. Student media-making can be used to overcome many of the challenges that climate change education presents and is an excellent way to bring active, social, and effective learning to one of the most important and most complex problems facing human society today.
  • Climate Literacy and Energy Awareness Network (CLEAN) Pathway
    The CLEAN Pathway provides a reviewed collection of classroom materials for teaching climate literacy and energy awareness for students in grades 6-16. Hallmarks of the project include the collection of educational materials, a set of pedagogic strategies for teaching these topics, and an ongoing series of professional development events for teachers and faculty.
  • Cows, Colleges, and Curriculum Sustainability Workshop
    This workshop was a cooperative effort by the two liberal arts colleges in Northfield, MN: St. Olaf College and Carleton College. The workshop will be looking at activities on both campuses as they both strive to integrate sustainability issues across their curricula.
  • Curriculum for the Bioregion
    Curriculum for the Bioregion is a network of educators in Washington State who are integrating sustainability and place-based content in a broad array of undergraduate courses. Often, faculty learning communities meet over time to share approaches to curriculum integration and engaging pedagogies for both classroom- and community-based learning. Read more about this project.
  • Human Set Fire in New Zealand
    This project seeks to develop an understanding of landscape transformation through paleoecological analyses. SERC's involvement with this project involves assisting in the development of educational materials at the secondary and college level on the topics of human- environmental interactions, sustainability, and scientific discovery. The project specifically coordinates these efforts with New Zealand Maori communities and educators and brings to bear special expertise in effective pedagogies, geoscience education, community organization, website development and evaluation to develop culturally-sensitive curricular materials that meet national standards.
  • InTeGrate
    InTeGrate is a 5-year, NSF-funded community effort to improve geoscience literacy and build a workforce that is prepared to tackle societal issues. The project will run from 2012 through 2016 and will involve 3 program elements: 1) developing teaching materials and evaluation of new teaching resources and instructional strategies; 2) implementation programs to incorporate geoscience throughout the curriculum, and 3) professional development and dissemination strategies to promote widespread adoption of these new approaches. There are many avenues for faculty to get involved in the project.
  • Sustainability Improves Student Learning (SISL)
    SISL is an alliance of disciplinary societies working to leverage their membership to improve teaching and prepare undergraduates to address real-world sustainability challenges.

Two-Year College Projects

  • Economics at Two-Year Colleges
    This project runs workshops and webinars to help two-year college faculty connect with each other and stay current on important topics in economics and teaching. There is also a significant investment in learning from how education in other disciplines is conducted in two-year colleges.
  • Role of Two-Year Colleges in Geoscience Education and in Broadening Participation in the Geosciences
    A planning workshop was held June 24-27, 2010 at Northern Virginia Community College. The workshop brought together faculty from two-year colleges, four-year colleges and universities, and representatives from professional societies and organizations to learn more about geoscience in 2YC and their potential for increasing diversity in the geosciences and to discuss how to best support this important community. This project contributes to the Geoscience in Two-Year Colleges portal.
  • Supporting Community College Faculty Across the Disciplines
    This interdisciplinary project provides information about the various efforts to solve 2YC issues that are going on across the curriculum. There is a suite of pages highlighting what has worked in different disciplines as well as materials developed by participants in interdisciplinary workshops. This effort grew out of the 2011 workshop Economics at Two-Year Colleges and contributes to the Geoscience in Two-Year Colleges portal.
  • Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE2YC)
    By engaging 2YC geoscience faculty in professional development, the SAGE2YC project disseminates advances in STEM education to improve teaching, support students in geoscience technical training, and help prepare geoscience majors and pre-service teachers for college transfer. This program shares successful strategies for teaching students with a range of abilities, experiences, and goals, and for preparing 2YC students for the geoscience workforce. This project contributes to the Geoscience in Two-Year Colleges portal.

Quantitative Reasoning, Literacy, and Skills

  • Direct Measurement Videos
    The Direct Measurement Video project aims to improve physics education by engaging students with high-quality videos of real-world physics phenomena. The project team strives to produce useful, interesting videos and companion teaching materials for educators to use in the classroom, laboratory or as homework.
  • Expanding the Data Cycle: Empowering Middle Level teachers and students to Integrate Information Technology, Data Skills, and Science Content
    This professional development program ran from 2006-2009, preparing middle and high school teachers to use scientific data and data analysis software with their students. It focused on developing strategies that promote student inquiry, analysis, and dialogue, processes that are key to working with data.
  • Integration of Strategies that Support Undergraduate Education in STEM
    The ISSUES project seeks to build national linkages across faculty, societies, and journals in the STEM disciplines for sharing and disseminating research-based best practices and to foster national multi-disciplinary collaboration that supports campus-based communities and activities.
  • The Math You Need, When You Need It
    Math You Need, When You Need It
    is a project that seeks to help remediate mathematics for introductory geoscience students through student-centered, online, asynchronous tutorials. Each topic is presented in a geoscience context with student pages that (1) introduce the concept and present an algorithm for solving problems, (2) a set of practice problems with worked answers, and (3) provide an opportunity for students to show what they learned with an online quiz. The tutorials are designed to give students quantitative knowledge they need, just before they will use it in a concurrent geoscience course.
  • The National Numeracy Network
    The National Numeracy Network (NNN) is a network of individuals, institutions, and corporations united by the common goal of quantitative literacy for all citizens. The website provides access to information about the NNN, including teaching resources, workshops and the journal Numeracy: Advancing Education in Quantitative Literacy.
  • Numeracy Infusion Course for Higher Education (NICHE)
    NICHE is a project of the City University of New York (CUNY) Quantitative Reasoning (QR) Alliance to foster the infusion of QR instruction and assessment into undergraduate courses in a broad range of disciplines. SERC provides a place for sharing information and materials about the project.
  • Quantitative Literacy and Reasoning Assessment (QLRA)
    The QLRA project aims to provide a professionally developed QLR assessment instrument and online resource for institutions grappling with providing QLR opportunities to their students and measuring outcomes. This project will develop, pilot test, and evaluate the reliability/validity of instrument. The project will also create an online resource portal for QLR assessment.
  • Spreadsheets Across the Curriculum: Bringing Quantitative Literacy to the Next Level
    Spreadsheets Across the Curriculum was a three-year project to develop and test educational spreadsheet modules that enhance quantitative literacy wherever quantitative problems arise in the undergraduate curriculum. SERC provided the technical infrastructure and provided evaluation expertise for the project.

Geoscience Projects

  • A Civil Action - The Woburn Toxic Trial
    This project developed web-based curricular materials investigating the events in Woburn, MA that inspired the movie A Civil Action. Developed from a popular mock-trial course at Ohio State University, the site consists of a series of educational modules that students work through culminating in the presentation of a mock trial. Materials are presented in such as way that educators can use them all in sequence with the mock trial as the destination or pull out specific modules for use in other classes or without conducting the mock trial at the end.
  • AccessData
    AccessData Workshops brought together a wide range of professionals who have a stake in getting data used in educational settings: Earth science data providers, data access and analysis tool experts,scientists, curriculum developers, and educators all worked together to explore and address issues regarding data use. Their shared work catalysed the development of a number of teaching activities in the Earth Exploration Toolbook.
  • Bringing Research on Learning to the Geosciences
    This site brings together resources about advances in the science of teaching and learning, for faculty, teachers, and curriculum developers in the geosciences. It includes a Synthesis of Research on Teaching and Learning in the Geosciences, which focuses on existing knowledge and articulates unanswered questions in critical areas of research on cognition and learning relevant to the Geosciences: geological time, complex systems, spatial thinking, and field-based learning. Additional resources include essays, presentations, and recommended reading lists.
  • Building Strong Geoscience Departments
    This project helps geoscience departments adapt and prosper in a changing and challenging environment by disseminating community expertise on topics such as geoscience curricula and programs, retaining and recruiting top faculty and students, program assessment, and maintaining the department as a valued institutional partner.
  • DLESE Community Services Center
    This project created examples that demonstrate the power of DLESE in classrooms and for the geoscience education community.
    • Integrating Research and Education
      This site explores ways to bring modern research results into undergraduate courses. This is a primary pathway for ensuring our courses reflect rapid advances in the discipline and serves as an exciting mechanism for engaging students.
    • Preparing Teachers to Teach Earth Science
      This site examines the role of geoscience departments and faculty in preparing preservice teachers and supporting practicing teachers who teach Earth science at all pre-college levels.
    • Teaching Quantitative Skills in the Geosciences
      Quantitative skills are an essential tool for both the geoscientist and the citizen. This site provides resources for faculty that include pedagogic methods, teaching resources, supporting materials for students and a discussion of the issues.
    • Using Data in the Classroom Portal
      Engaging students in inquiry is increasingly important in teaching both the methodology and content of science. This interdisciplinary site includes information about why one might wish to use data in a course, examples of effective use, on-line access to data sets and tools, classroom activities, ideas for evaluation and assessment, and a discussion forum.
  • DIG Texas Blueprints
    This project aims to strengthen earth science education in Texas by ensuring that the state's Earth and Space Science capstone course is taught at the appropriate level by teachers who are aided by online, well-defined and standards-aligned course roadmaps, including recommended high quality, research based learning activities and teacher resources. The project will expand the DIG TEXAS website to make earth science teaching resources tailored for use in Texas available online to teachers throughout Texas.
  • Earth and Space Science
    For three summers (2010, 2011, 2012), this project ran a one-week course for middle and high school teachers to help them develop an understanding of earth and space science and explore methods of inquiry-based teaching. Topics covered in the course included planetary accretion and evolution and the place of the Earth in the solar system. As a part of their work, the participants developed teaching activities which are available via the website. SERC provided the technical infrastructure for interaction between the course participants as well as the development of the teaching activities.
  • Earth Exploration Toolbook
    This site provides step-by-step instructions for using Earth science datasets and software tools for middle school through entry-level college classes. Each chapter of the EET walks through a case study in which the student accesses data and uses analysis tools to explore issues or concepts in Earth system science. More about this project
  • EarthLabs
    EarthLabs provides a national model for rigorous and engaging Earth and environmental science labs. Multiple units illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. In the activities, students use satellite imagery, numerical data, and computer visualization software to explore Earth system processes.
  • Earth Science Education and Outreach Provider Summit
    This project ran a workshop with the goal of Developing contacts and improving coordination among organizations that have a relationship to EarthScope education, public outreach, or science to promote effective development, dissemination, sharing, and usage of the resources of the EarthScope project and of the participating organizations. SERC staff surveyed the websites of all the participants to identify strengths and areas of potential collaboration.
  • EarthScope in the Northern Rockies
    EarthScope's network of multipurpose geophysical instruments and observatories is expanding capabilities to observe the structure and ongoing deformation of the North American continent. The goal of this workshop was to formulate an integrated research and education agenda to optimize the use of the Earthscope facility in the northern Rockies, to identify the "big" scientific questions of the region, and to engage the public through a variety of education and outreach activities.
  • Earthscope Chronicles
    The EarthScope Chronicles modules include compelling videos that feature interviews with scientists and footage of them conducting EarthScope research. The investigations incorporate EarthScope visualizations, data, data products, and geospatial technology to connect STEM classroom content to current real-world scientific research.
  • Engaging the NAGT Membership in Creating Web Resources
    This grant from the National Association of Geoscience Teachers aimed to tap into their members' expertise in teaching geoscience to create collections of teaching activities around particular themes. The pilot of this effort was the creation and population of the Teaching in the Field section of the NAGT website.
  • Eyes in the Sky
    Eyes in the Sky provided eighteen months of professional development to 3 cohorts of high school STEM teachers around geospatial technologies from 2004 to 2007. The program included a 12-week distance learning course, a two-week summer institute, and a classroom implementation phase, culminating in a research showcase. Participating teachers used geospatial technologies to carry out community-based research projects with their students.
  • Eyes in the Sky II
    Eyes in the Sky II is a long-term professional development program that prepares high school science teachers to use NASA data and visualizations along with other geospatial information technologies. Throughout the program, teachers and students investigate both global and local environmental issues.
  • Field based professional development for Environmental-STEM (ESTEM) undergraduates
    STEM retention and diversity programs have recognized access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment in a variety of public and private sectors. The goal of this project is to engage a diverse cohort of Environmental-STEM (ESTEM) track undergraduates at 4-year colleges and universities (4YCUs) and community colleges (2YCs) in hands-on, career-applicable experiences that will launch students into the geoscience workforce.
  • GeoEthics
    The GeoEthics module was developed to meet the need of introducing ethics education into the geoscience curriculum. Find resources that address what geoethics is, why geoethics is an important part of the curriculum, and how to integrate it into the geoscience curriculum.
  • Geoinformatics Modules for Teaching Hydrology
    This collaborative project enhances hydrology education by creating a cyberinfrastructure for organized community efforts to develop, share, and publish data-driven curriculum for teaching undergraduate hydrogeology.
  • GeoMapApp Learning Activities
    GeoMapApp Learning Activities are ready-to-use data-driven geoscience learning modules aimed at the K-12, community college and introductory university level instruction. They cover a number of geoscience concepts and inquiry-based learning requirements contained in the New York State PS:ES (Physical Science:Earth Science) core curriculum.
  • GeoNeeds
    Geo-Needs is an NSF-funded project that seeks to explore barriers and opportunities for enhancing geoscience instruction at 2YC and MSI institutions so that these student have greater opportunities for employment in the geosciences.
  • GeoPRISM
    GeoPRISM (Geodynamic Processes at Rifting and Subducting Margins) is an NSF funded initiative building on the highly successful MARGINS Program, which provided a community focal point for science with the goal of understanding the origin and evolution of the continents through the investigation of their active margins. SERC hosts the collection of activities and resources for bringing GeoPRISM research into the classroom, and provides program evaluation expertise.
  • Mars for Earthlings
    This project offers teaching materials such as learning modules and interviews with scientists that promote undergraduate students' study of Mars, including remote sensing data and Earth-based analogs. These collections of teaching materials are hosted by the SERC site.
  • GET Spatial Learning Network
    Through the collaboration of cognitive psychologists, education researchers, and geoscience educators, the Geoscience Education Transdisciplinary Spatial Learning Network aims to develop educational tools that can help students, across classroom and field settings, to better understand and build upon historically difficult geoscience concepts.
  • National Association of Geoscience Teachers
    The National Association of Geoscience Teachers works to raise the quality of and emphasis on teaching the geosciences at all levels. The NAGT website provides users with membership information, opportunities to become involved in programs and initiatives, teaching resources developed by the organization and it's sponsored projects, and information on the association's governance.
  • Neotoma: Using the Neotoma Paleoecology Database in the Classroom
    The Neotoma Paleoecology Database is an online hub for data, research, education, and discussion about paleoenvironments. The database is designed to make it easier for community members to discover, explore, and share datasets that illustrate paleoenvironmental conditions. SERC supports workshops and hosts curricular materials using this database.
  • On the Cutting Edge
    The NAGT-sponsored On the Cutting Edge project helps geoscience faculty stay up-to-date with research and teaching methods through a series of workshops and associated online resources. Check the project website for a schedule of upcoming workshops.
  • Research and Education in Brazil and the U.S. (REBUS)
    This is a four-year project between the partner colleges of the ACM Faculty Career Enhancement (FaCE) program, University of Juiz de Fora (UFJF), and the Universidade de Brasilia (UnB). The exchange program is distinctive in its focus on "tropical to temperate" curriculum and in its collaboration, providing science students an opportunity for first-hand field experience in a comparative and inter-disciplinary context, and in its geographic focus defined by specific environmental zones to develop region-to-region expertise.
  • Spatial Intelligence Learning Center
    SILC is engaged in a comprehensive study of spatial intelligence and learning. Geoscience is a primary case study at the undergraduate level. SERC provides geoscience expertise for these studies and is engaged in conducting classroom research on the role of spatial skills in geoscience learning.
  • Spatial Thinking Workbook: Improving Spatial Skills in the Geosciences
    This project is developing and testing teaching materials to improve the spatial thinking skills of geoscience undergraduates, using strategies supported by cognitive science and geoscience education research.
  • Starting Point: Teaching Entry Level Geoscience
    This site focuses on instructional methods that work with entry-level undergraduates. It describes the why/when/how of a variety of teaching methods reinforced with a set of classroom-ready examples spanning the Earth system.
  • Teaching with Chronos Data and Tools
    This workshop at Iowa State University laid the groundwork for the development of complete, free-standing teaching and learning activities on stratigraphy and sedimentary geology that utilize data, tools, and other resources from the CHRONOS project. SERC helped convene the workshop and provided the technical infrastructure for developing and sharing the resulting teaching materials.
  • The Textbook Reconsidered - Creating the Shortbook of Geomorphology
    This project aims to develop a new undergraduate-level textbook for Geomorphology that takes advantage of the flexibility of the internet. A physical text covering generic process information will be combined with web-based vignettes or case stories on specific topics in specific locations.
  • TREX Tree Ring Expeditions
    This project is developing undergraduate science and mathematical modules based on applications of tree rings to age dating, climate and environmental change, volcanic hazards, statistical modeling, and forensic science.
  • Web-based Interactive Landform Simulation Model-Grand Canyon
    WILSIM-GC is an inquiry-based educational tool designed to help undergraduate students understand and visualize the geologic processes that interacted to form the Grand Canyon over the past 6 million years. This site focuses on teaching effectively with WILSIM-GC.

Carleton Collaborations More information on Carleton Collaborations

  • The Carleton Interdisciplinary Science and Math Initiative (CISMI)
    The mission of the CISMI program is to promote and expand the inquiry-based study of complex and integrated systems, drawing on the power of disciplinary perspectives. As part of the project,Carleton faculty and staff have been working together intensively since 2004 to create integrated programs and curricular experiences that help all students transition from high school learning into the inquiry-based learning of science and math at Carleton. The broadening access cohort programs aims to improve assistance to and programming for students who are under-represented in science and math at Carleton: students of color, women (in certain fields), first-generation college students, and students from under-resourced high schools.
  • Carleton on Camera
    This project began as an effort to capture actual classroom teaching at Carleton and pair it with faculty reflection on what they were trying to accomplish in their classrooms. The resulting short video presentations became a platform for established, successful teachers to reflect on how they think about the classroom, from small details to broad themes.
  • Carleton's Energy Future
    This three-day workshop brought together a learning community that studied Carleton College's energy future from different perspectives and disciplines. Work was done in small interdisciplinary teams in order to share and probe disciplinary/specialty perspectives, moving toward creation of a "blended" inquiry in the Carleton's energy future.
  • Carleton's Perlman Center for Learning and Teaching
    The Perlman Center for Learning and Teaching (the LTC) coordinates programs for new and experienced faculty, circulates new information about teaching theories and strategies, and helps to identify problems and suggest solutions for classroom practice at Carleton College. SERC collaborates with the LTC to maintain the Teaching Resources section of the LTC website and document teaching activities developed by Carleton faculty.
  • Carleton's Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) Initiative
    QuIRK is an innovative project intended to help Carleton and other institutions of higher education better prepare students to evaluate and use quantitative evidence in their future roles as citizens,consumers, professionals, business people, and government leaders. The focus of the project is on how quantitative reasoning (QR) is used in the development, evaluation, and presentation of principled argument.
  • Tracing the Effects of Faculty Development into Student Learning Outcomes
    The TRACER project seeks to understand the impact of professional development opportunities at Carleton, particularly those supporting Writing-Across-the-Curriculum and Quantitative Inquiry, Reasoning, and Knowledge (QuIRK). The project traces the impact of professional development on faculty teaching and the subsequent impact on student learning.
  • Visualizing the Liberal Arts
    Visualizing the Liberal Arts (Viz) is a project of the Visuality Working Group at Carleton College. The project has held workshops for Carleton faculty on how to engage students visually across the curriculum and offers summer grants for Carleton faculty to use in the development of curricular materials. SERC has helped host the workshops and provides a place for sharing teaching materials created by the project and faculty members.

Evaluation Projects

  • Exploring Genomics Data
    This project developed two 'genomics explorers': interfaces that provide web-based guided exploration environments for genomics data for two organisms: Chamaecrista, and Aptasia . These tools scaffold students in choosing productive strategies for exploring the data sets and framing biologically relevant questions. They serve as a model for helping student navigate and make sense of the diverse set of genomics tools and datasets.
  • Faculty Participation in the NSDL
    This project explores the use of digital libraries by higher education faculty. Research was conducted to examine factors that encourage use of and contribution to these collections. Of equal importance was assessing why faculty do not use materials from digital libraries with a particular focus on why faculty, who are aware of digital libraries, are not active users.
  • Geoscience Affective Research NETwork (GARNET)
    GARNET is a research project to better understand geoscience student experiences in introductory courses and how faculty can improve students attitudes and motivations toward learning. The project aims to investigate and disseminate findings related to three overarching questions: (1) Who are the students enrolling in introductory geology classrooms? (2) What, if any, relationship is there between learning environments and learning outcomes? (3) What, if any, relationship is there between learning environments and students' motivation?
  • Geology of National Parks
    This project funded a new section of the Spreadsheets Across the Curriculum website devoted to activities that use National Parks as vehicles for teaching quantitative geoscience using spreadsheets. SERC hosts the collection of these activities as well as provided assessment for the implementation of these modules in a pilot study.
  • Increasing Production in the NSDL: Transforming a Nation-wide Evaluation Instrument for Use by NSDL Pathways, Projects, and Collections
    This project used nationally-used survey instrument and adapted it for use with digital library pathway projects. The survey instrument identified faculty attitudes and practices towards digital resources.
  • Landscape Change Program
    SERC staff conducted an evaluation of the Landscape Change Program website. The evaluation included site usability as well as consulting with that program on the use of imagery in undergraduate geomorphology classes.
  • LSAMP IINSPIRE
    The mission of this project is to develop a model for Midwest colleges and universities to attract the states' growing under-represented minority (URMs) population into science, technology, engineering, and mathematics fields and to attract students from other regions to STEM education opportunities in Iowa, Illinois, and Nebraska. SERC staff are involved in supporting workshops for program participants, developing the program's pedagogic website, and providing evaluation expertise.
  • MAA Convergence Online Magazine
    In support of the Mathematics Association of America, SERC staff conducted a survey and interviews of users of the Online Magazine, Convergence. The goals for the project were to identify roles and use of different material types in the classroom, characterize barriers for discovery and use, and affirm users willingness for site usage.
  • Minnesota Math and Science Teacher Academies
    SERC evaluated a program for the professional development of 8th grade mathematics teachers in southeastern Minnesota run by the MMSTA. This effort involved conducting evaluations of several workshops for the teachers as well as several learning group activities.
  • Quantitative Social Science Digital Library Pathway
    This NSDL pathway seeks to better understand how social science faculty address quantitative skills in undergraduate courses and to promote teaching and learning of quantitative skills through digital resources. SERC is involved in this project as the primary evaluator. This project also plans to develop pedagogic modules that address teaching quantitative skills.

Other Projects

  • Associated Colleges of the Midwest (ACM)
    ACM and SERC have an ongoing collaboration which allows ACM to capitalize on SERC tools that support collaborative work for workshops, management, and planning. SERC provides public and private workspaces as well as support in their use across the full spectrum of ACM activities. In addition to developing an overarching presence for hosted ACM projects, SERC has helped implement strategies to document and capture the activities of several individual ACM prorgrams: Faculty Career Enhancement (FaCE), ACM-Teagle Collegium on Student Learning, and Seminars in Advanced Interdisciplinary Learning (SAIL).
  • Broadening Access to the Sciences
    This site is a collection of materials to assist faculty members, administrators and institutions in improving success in STEM education with domestic students of color and women. Materials have been developed via a number of workshops which brought faculty and administrators together from across the Melon 23/AALAC schools to work on particular issues of interest to liberal arts colleges and broadening access to the sciences.
  • Chemical Education Digital Library (ChemEd DL)
    The ChemEd DL worked with the Pedagogy in Action portal to create a pedagogic portal for showcasing chemistry teaching activities developed by their members.
  • CS in Parallel: Parallel Computing in the Computer Science Curriculum
    The shift to parallel computing - including multi-core computer architectures, cloud distributed computing, and general-purpose GPU programming - leads to fundamental changes in the design of software and systems. As a result, computer science (CS) students now need to learn parallel computing techniques that allow software to take advantage of the shift toward parallelism. To this end, CSinParallel (supported by a grant from NSF-CCLI) provides a resource for CS educators to find, share, and discuss modular teaching materials and computational platform supports. This website provides a resource for computer science educators to find, share, and discuss teaching modules and platform packages needed to use them.
  • The MERLOT Faculty Project - Faculty Development Centers and Online Repositories Collaborating to Share Exemplary Practices
    SERC staff worked with the MERLOT Elixr project to create videos of faculty using particular pedagogic methods in the classroom along with interviews about why and how they came to use them. These videos were then integrated into the Starting Point and Pedagogy in Action web modules relevant to those pedagogies and their impact was evaluated by interviewing part of the user population. (See ConcepTests and Just in Time Teaching for examples of the videos.)
  • Microbial Life - Educational Resources
    MLER aimed to provide a contemporary resource of expert information about the ecology, diversity and evolution of micro-organisms for students, K-12 teachers, university faculty, as well as for the general public. It was a collaborative project of the Marine Biology Laboratory, Woods Hole, MA, and Montana State University, Bozeman, MT.
  • National Institute for Faculty Equity
    Minorities and women, minority women in particular, are underrepresented in academia, even more so in the STEM disciplines: science, technology, engineering and mathematics. Members of these underrepresented groups represent an untapped resource. The National Institute for Faculty Equity seeks to address this persistent problem, in part by institutionalizing the professional development and career success of women and minorities in STEM. This website offers resources for underrepresented faculty in engineering, including presentations and from the Minority Faculty Development workshops and the Cross-Disciplinary Initiative for Minority Women Faculty conference.
  • Pathways to Progress
    The aim of this project is to produce an online document that reflects back on what we've learned about our community and how what we've learned can inform the next generation of collaborative projects such as the NSDL, digital libraries in general, and future projects that focus on e-learning, cyber-learning and dissemination of STEM innovations.
  • Pedagogy in Action
    This pedagogic service capitalizes on the successful model of the Starting Point: Teaching Entry-Level Geosciences portal by allowing institutions and digital libraries partners to integrate information about effective pedagogy into their websites.
  • Reconsidering the Textbook
    This invitation-only workshop reconsidered the textbook by bringing together NSF DTS (Distinguished Teaching Scholars) and CAREER awardees, other leaders in education and technology, and NSF program officers. Participants assessed the state of the textbook and other learning resources, identified the pertinent questions, produced a white paper to encourage future thinking on this critical topic, and planed for widely disseminating their findings.
  • Science Education and Civic Engagement: An International Journal
    The mission of this journal is to explore constructive connections between science education and civic engagement that will enhance both experiences for our students. SERC is providing the technical infrastructure for publishing this online journal.
  • Science for Non-Scientists
    This project shares a wealth of teaching materials from a general education course designed to introduce non-science majors to scientific ways of thinking. Students in the course developed remarkably strong critical thinking skills.
  • SENCER Digital Library
    SENCER applies the science of learning to the learning of science, all to expand civic capacity. SENCER courses and programs connect science, technology, engineering, and mathematics content to critical local, national, and global challenges. SERC has collaborated with the SENCER project to develop a digital library supporting discovery of SENCER teaching materials.
  • Starting Point: Teaching and Learning Economics
    Building on the success of the Starting Point: Teaching Introductory Geoscience project, SERC is a partner in developing this pedagogy-based resource for economics educators. This site introduces economists to innovative teaching strategies developed both within and beyond the discipline of economics. It provides instructors with the tools to begin integrating and assessing these teaching strategies in their own classrooms and promotes the sharing of teaching innovations among instructors.
  • State Your Case! Developing and Supporting a Point of View
    State Your Case! was a three-year inter-institutional project focused on helping students learn how to develop and support a point of view in any disciplinary or interdisciplinary field. It was an initiative of the Collaborative Assessment for Liberal Learning (CALL) consortium, currently including St. Olaf College, Carleton College, and Macalester College.
  • STEM Education Centers: A National Conversation
    The Association of Public and Land-grant Universities (APLU) launched a national discussion on university-based STEM Education Centers in September 2013, through a generous grant from the Alfred P. Sloan Foundation. The goal of the project is to foster communication and interaction among STEM Education Centers nationwide to enhance their capacity to support effective undergraduate science, technology, engineering, and mathematics education.
  • Teaching Big Science at Small Colleges: A Genomics Collaboration
    This project brought together a cohort of faculty from liberal arts colleges in a series of workshops to share practices around teaching genomics and bioinformatics, develop new teaching materials and tools to evaluate the efficacy of their genomics curricular innovations. The project focused on the unique challenges in teaching this material in the small liberals arts college context.