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 InstitutionInstructor's Name:

Instructor's Email Address:

Instructor's Website (if applicable):

Institution:

Type of Institution:

About the CourseCourse Title:

(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 URL (if not restricted access):

Course TypeEntry Level

or Other Entry Level Subject:

Upper Level

or Other Upper Level Subject:

Course Description
Please provide a brief description of the course:

Course SizePlease tell us how many students are in your class.

Course ContextPlease briefly describe the context of this course. For example:

"This is an upper-division required petrology course with prerequisites of introductory geology, mineralogy, and introductory chemistry. The course has a required four-hour laboratory and a required two-day field trip."

"This is an introductory course with no pre-requisites and does not serve as a prerequisite for other courses. Typically, 50% of the students take the course as pre-service elementary teachers, and 50% of the students take the course to satisfy a general education requirement. The course has an optional lab. Students who decide to major in geology must take a subsequent course in physical geology."

"This is a seminar-style, topical introductory course with no prerequisites. The course satisfies the pre-requisite for all intermediate level courses for a geology major. 25-30% of students who take the course go on to major in geology. The course is writing intensive and has a two-hour lab and required field trip."

Course ContentPlease briefly describe the content covered in this course, including geoscience concepts covered, field experiences undertaken, and skills developed. For example:

"The Earth Science course focuses on Geology and also covers topics in Oceanography, Meteorology, and Planetary Geology and includes 4 to 6 field labs that model how scientists examine geologic outcrops. Students make observations and interpretations during field experiences and as the term progresses take on more independence. Students learn the process of field geologic observation and cover content in labs that includes learning to identify different types of rocks."

Goals

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

Following the guidelines above, please enter the goals for your course in the box below, in list format.

AssessmentDescribe how you assess student learning and whether students have met the goals you set.

References and ResourcesPlease list texts and references used in the course as well as supplemental resources, such as websites, that you give to your students.

Additional Materials
Course Syllabus
Select a File
.
Select File Type

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

Short description of 1st file (e.g., assignment handout, instructor's notes, Excel spreadsheet of raw data, bibliography of related resources):

Select a File
.
Select File Type

Short description of 2nd File:

Select 2nd File
.
Select File Type

Short description of 3rd File:

Select 3rd File
.
Select File Type

Name Email *Please type the two distorted words into the box below. Separate them with a space. This helps us prevent spam. For more details or help click the question mark.

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.

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