Teacher Preparation Course Submission Form

Please use this form to describe one of your classes that is particularly effective in preparing future geoscience teachers. See a finished example for more information (opens in a new window).

Complete the following form, and click on SUBMIT to submit your course. Be sure to hit the SUBMIT button before leaving this page, or your information will be lost. We encourage you to compose your answers to the longer questions in a word processor and to cut and paste the resulting text into this form. This gives you access to conveniences like spell checking as well as the opportunity to save and reflect on your work before submitting. Also, please note that after you submit this form, you will no longer be able to edit your information via this form so be sure to complete all fields before submitting.

About You and Your Institution

About the Course

(Please make sure that the title you enter will be meaningful to faculty at other institutions. For example, "GEO 240" is much less informative than "Sedimentology and Stratigraphy.")

Course Type

Course Size

Course Context

Course Content


In the months and years after having finished a course, a student should be able to DO things in the discipline that he/she couldn't do before taking the course. Careful thought should go into what you want to enable your students to do, what value the course will add to their lives, and how the course will develop their skills and abilities. This is your opportunity to share the various goals that you have for your students. These goals range from content knowledge they should master, skills in which they should be proficient, as well as changes in attitude you wish to foster.

Content goals
Please DO:

  • enter the goals as a list
  • use the format "Students should be able to..."
  • focus on the main goals of the course
  • emphasize higher order thinking skills (analyze, predict, synthesize, interpret, evaluate, formulate), rather than lower order thinking skills (recognize, describe, define, identify, list, explain). A well-constructed goal involving higher order thinking skills has lower order skills embedded in it.

Please DO NOT enter a list of content items.

Please DO NOT use vague and difficult-to-assess goals involving phrases such as "appreciate", "understand", "be exposed to", "see the value in", "know about", "learn about".

Skills Goals

You may also have goals related to general skills in the context of your course. These might include goals involving improving skills such as

  • student writing
  • quantitative abilities
  • critical analysis of web sites
  • peer-teaching
  • oral communication
  • accessing and critically reading the geologic literature
  • working in groups

Attitudinal Goals

You may also have goals related to student attitude. These might include goals such as

  • building students' confidence in course- or discipline-related abilities
  • developing students' sense of stewardship of the Earth
  • improving students' sense of healthy skepticism
  • increasing student excitement/personal wonder about learning about the Earth
  • improving students' awareness of the issues of ethics in doing science
  • changing student attitudes toward science


References and Resources

Additional Materials
Course Syllabus

Additional course materials. Please consider combining groups of relevant materials into a single file.




After you submit your information, it will be made into a web page (via an automated process). Once this web page is available we will let you know the URL via email. If you wish you will then be able to update the resulting page.