|2011 GSA Annual Meeting in Minneapolis (9–12 October 2011)|
|Paper No. 139-2|
|Presentation Time: 2:00 PM-2:15 PM|
INTEGRATING GEOSCIENCE LEARNING IN UNDERGRADUATE EDUCATION
MANDUCA, Cathryn A., Science Education Resource Center, Carleton College, Northfield, MN 55057, email@example.com, BLOCKSTEIN, David, Council of Environmental Deans and Directors, National Council for Science and the Environment, 1101 17th St. NW #250, Washington, DC 20036, BRALOWER, Timothy J., Department of Geosciences, Pennsylvania State University, 503 Deike Building, University Park, PA 16802, DOSER, Diane, Univ Texas - El Paso, El Paso, TX 79968, EGGER, Anne E., Dept. of Geological Sciences, Central Washington University, 400 E. University Way, Ellensburg, WA 98926-7418, FEISS, P. Geoffrey, GSA Foundation, 3300 Penrose Place, Boulder, CO 80301, GOSSELIN, David C., Environmental Studies, University of Nebraska-Lincoln, 150 Hardin Hall, Lincoln, NE 68583-0941, MATSON, Pamela, School of Earth Sciences, Stanford University, 397 Panama Mall, Stanford, CA 94305, MCCONNELL, David, Marine, Earth and Atmospheric Sciences, North Carolina State University, Raleigh, NC 27695, and ORMAND, Carol J., Science Education Resource Center, Carleton College, 1 North College St, Northfield, MN 55057|
In 2007, representatives from 25 geoscience departments met to discuss the implications for the undergraduate curriculum arising from new directions in geoscience research. Agreeing on the importance of a geoscience workforce prepared to participate in addressing major societal issues, the groups recommendation were that majors learn how to study the integrated Earth system using data, models and interdisciplinary teams; that they develop an understanding of the ways in which geoscience can contribute to solving grand challenges by working on multidisciplinary problems as undergraduates; and that they be prepared for a rapidly changing discipline with strong foundational geoscience skills, practice using these skills on a wide variety of problems, and strong learning strategies. (For full workshop results, visit http://serc.carleton.edu/departments/.)
Reflecting these recommendations, the EHR and GEO Directorates of NSF have recently funded InTeGRATE as part of its STEP Center Program. InTeGRATE will support the geoscience community in preparing students who can leverage the geosciences to address societal challenges. Inter-institutional, interdisciplinary curriculum development teams will create and test materials for use in geoscience courses, interdisciplinary courses, and courses in other majors that address aspects of these challenges (e.g., business, chemistry or economics ). A set of implementation programs will model departmental, institutional and multi-campus approaches to curriculum and program structures that enroll diverse students, address the preparation of the geoscience workforce, and integrate geoscience into general education and teacher preparation curricula, as well as STEM and social science majors (including Environmental Studies/Sciences programs). An assessment program will measure the impact of new course materials and programs on students’ geoscience literacy, ability to address interdisciplinary problems, understanding of the process of science. Workshops will develop an understanding of current practice as a basis for new programming and will disseminate the new materials and models developed by the program. To learn more about how to participate in InTeGRATE visit the project website (http://serc.carleton.edu/integrate/).
2011 GSA Annual Meeting in Minneapolis (9–12 October 2011)
General Information for this Meeting
|Session No. 139|
Geo-Workforce Preparation for 21st-Century Challenges
Minneapolis Convention Center: Room 208AB
1:30 PM-5:30 PM, Monday, 10 October 2011
Geological Society of America Abstracts with Programs, Vol. 43, No. 5, p. 350
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