Initial Publication Date: October 24, 2006

About This Project

Preparing Teachers to Teach Earth Science 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. The site provides resources and information drawn from the participants and outcomes of the 2003 On the Cutting Edge workshop, Developing the Earth Science Teacher Workforce: The Role of Geoscience Departments and Introductory Courses. Additional materials and development was done by faculty editors and staff at the Science Education Resource Center (SERC) at Carleton College.

The PI on this project is Cathy Manduca of SERC. Editors for the project include Char Bezanson, Debra Reynolds, Sadredin Moosavi, Heather Rissler, Jennifer Anderson, John McDaris, and Aleshia Mueller.

If you would like your course or program to be profiled, please contact Cathy Manduca at SERC (cmanduca at

This project is being developed as part of the DLESE Community Services Center, with funding from the National Science Foundation. The two-year grant from the NSF National Science Digital Library program is administered by the Division of Undergraduate Education in the Education and Human Resources Directorate (Grant # 0304762).
The primary goals of the DLESE Community Service Center are to:

  • increase the current resource user and contributor base to include greater numbers of K-12, informal, and college educators and students,
  • diversify the DLESE user and contributor base to include rich and robust representation of ethnic, cultural, and differently-abled groups,
  • improve the ability of users and contributors to easily find, adapt, and effectively use high quality digital resources in their classrooms, laboratories, and communities, and
  • demonstrate how DLESE can support community activity addressing issues in geoscience education.

Terms of Use for information on this website.
SERC Privacy Policy

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.