News from Across Teach the Earth

What's New at SERC 2019
Posted: Aug 23 2019
Discover a selection of new teaching materials and resources for educators, programs, and institutions found on SERC-hosted websites.
SAGE 2YC Workshop at 2019 GSA
Posted: Aug 9 2019

The Supporting and Advancing Geoscience at Two-Year Colleges (SAGE 2YC) project is presenting a workshop titled "Inclusive and Effective College Science Classrooms: Engaging Students, Designing Lessons, and Integrating Diversity into Curriculum" at the 2019 GSA Annual Meeting.

SAGE 2YC Workshop at 2019 AGU
Posted: Aug 9 2019

The Supporting and Advancing Geoscience at Two-Year Colleges (SAGE 2YC) project is presenting a workshop titled "Inclusive and Effective College Science Classrooms: Engaging Students, Designing Lessons, and Integrating Diversity into Curriculum" at the 2019 AGU Fall Meeting.

Apply to Attend the Earth Education for Sustainable Societies Workshop
Posted: Jul 29 2019
Apply to attend the Earth Education for Sustainable Societies Workshop" held October 14-16, 2019 at Carleton College in Northfield, MN. Apply by August 5.
SERC is Hiring
Posted: Jul 1 2019
SERC is accepting applications for a Web Developer. Come work with us and join the team that builds the tools that serve SERC's community of educators.
Project EDDIE Module Development Workshop: Oct 28-30 - Applications now available
Posted: May 24 2019
The Project EDDIE Module Development Workshop will be held at Carleton College in Northfield, Minnesota from October 28-30. This workshop focuses on participants developing flexible EDDIE teaching modules that pair scientific concepts and quantitative reasoning with teaching with data.
Using click-on-diagram questions to identify geoscience misconceptions
Posted: Apr 11 2019
Drs. Nicole LaDue and Tim Shipley published a paper n the Journal of Science Education and Technology on the use of click-on-diagram questions, administered using a classroom response system, as a research tool for identifying spatial misconceptions. Read the article: https://link.springer.com/article/10.1007%2Fs10956-018-9738-0.
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