intro to getsi/integrate development model
TRANSCRIPT
This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025).
INTRO TO GETSI-INTEGRATE CURRICULUM
DEVELOPMENT MODEL
The webinar begins at:1 pm PT | 2 pm MT | 3 pm CT | 4 pm ET
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CALL GOALS
• Overview relationship between GETSI and InTeGrate
• Overview GETSI guiding principles
• Introduction to GETSI development website
• Introduction to February meeting goals
A five-year community effort to improve geoscience literacy and build a workforce
prepared to tackle environmental and resource issues
An NSF STEP CenterDUE-1125331
InTeGrate supports the teaching of geoscience in the context of societal issues both within geoscience courses and across
the undergraduate curriculum.
• Geoscience must come together with other disciplines as our nation and the world struggle with significant environmental and resource challenges.
• Meeting these challenges will require a savvy public, a new kind of workforce, and a broader understanding of geoscience by all who engage these issues
USGS
Barefoot Photographers of Tilonia
Interdisciplinary Teaching of Geoscience for a Sustainable Future
Implicit in this model is that InTeGrate supports transformation of teaching in
higher education to support engaged learning.
Global climate system - link together many of the topics on
the basis of the most recent modeling for future trends
Climate patterns - short-term time scales (seasonal, decadal), implications for severe weather
events, ocean/atmosphere
Hydrologic cycles –supply and demand,
contamination, landscape change
Infectious diseases - environmental
factors may affect distribution, transmission,
severity of diseases
Biological diversity -biomes, geological past, implications for future
Biogeochemical cycles -
movement of key elements
(e.g., C, N)
Land use - ecosystem changes (e.g., deforestation)
and implications for biological diversity and biogeochemical cycles
Energy resource availability -balance between energy security
and development of less environment-friendly sources in
North America
Hazard awareness -preparation for future
natural disasters, predictions, cost/benefits
Mineral resource development -
population, wealth distribution, technology,
limited supplies, recycling, waste
management
Grand Challenges - InTeGrate
Jones Kershaw, P., 2005, Creating a disaster resilient America: Grand challenges in science and technology. Summary of a workshop. National Research Council, http://www.nap.edu/catalog.php?record_id=11274.
National Research Council, 2001, Grand Challenges in Environmental Sciences. Washington, D.C., National Academy Press, 106 p.
Zoback, M, 2001, Grand challenges in Earth and Environmental Sciences: Science, stewardship, and service for the Twenty-First Century. GSA Today, December, p.41-47.
GETSI-SERC RELATIONSHIP
• GETSI will largely use the InTeGrate model for development (as practical)
• GETSI will largely use InTeGrate assessment process for module quality and student learning evidence
• GETSI site is hosted by SERC
• Ellen Iverson (SERC) is our project evaluator and lead assessment consultant
• Tonya Kjerland is our web guru
• Developed and tested by 2-person teams
• 1-1.5 year commitment to development, testing, revision and publication
• Supported by assessment consultant to meet design rubric, develop embedded assessments for use in testing
• $7,500 stipend for co-authors; equivalent buy-out salary for PIs
Call for proposals
GETSI MATERIALS DEVELOPMENT TEAMS
DESIGN GOALS*
• Address one or more geodesy-related grand challenges facing society
• Make use of authentic and credible geodesy data to learn central concepts in the context of geoscience methods of inquiry
• Improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind
• Develop student ability to address interdisciplinary problems and apply geoscience learning to social issues
• Develop systems thinking
* Referred to as Guiding Principles for Curriculum Design
PEDAGOGIC GOALS
• Engaged, student centered, research based pedagogy supports higher order learning
• Alignment of goals, materials and assessments supports and documents learning
• Develops scientific thinking and an understanding of the process of science
• Materials can be used successfully in multiple settings
IMPLEMENTATION GOALS
• Materials are used widely by faculty across the country
• Learning by students can be documented to show increased higher level understanding of sustainability and geoscience
• Materials are used in courses outside geoscience departments
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
LINKING GOALS AND PROCESS:PART 2: TESTING AND PUBLISHING
• Collection of assessment data
• Revision of materials
• Publication of teaching materials and supporting information for faculty
• Case studies document implementation at your institutions
DEVELOPMENT PROCESS (+1 YEAR)
1. Materials in Development
2. Pass Assessment Rubric
3. Classroom Pilot & Data Collection
4. Review and Revision
5. Publishing
SPENT TIME LOOKING AT SOME WEBSITES
• Webinar switched to looking at components of the
– GETSI website http://serc.carleton.edu/getsi
– InTeGrate “For Team Members” pageshttp://serc.carleton.edu/integrate/info_team_members/currdev/index.html