GER Theme Issue - Preview and Author Discussions

GER Theme Issue - Preview and Author Discussions

GER Theme Issue - Preview and Author Discussions Theme Issue Co-Editors: Kristen St. John, Karen McNeal, Heather Petcovic, Anthony Feig, Alison Stokes 1 2 Line up 39 LOI submissions 23 PPT submissions Manuscripts are due August 31st, 2016 Themes: GER in Practice K-12 applications Graduate Training Broadening participation GER, DBER and Interdisciplinary Connections 3

Session Structure 1st half of session lightening sneak peaks by authors addressing one or more of the following: What is the purpose of your study? What is one finding based on the preliminary evidence from your research? What is one question that arises because of your research? 2nd half of session discussion period for author/audience Q&A and engagement 4 Purpose: To provide a model for characterizing the strength of evidence of geoscience education research (GER) community claims. Potential Uses: To situate or contextualize GER results from

different types of studies. To consider the generalizability of study findings. To identify gaps in GER, which can be used to prioritize future research. Kristen St. John and Karen McNeal, in prep http://nagt.org/nagt/profdev/workshops/geoed_research/pyramid.html 5 How do we move materials up out of the Practitioners Wisdom/Expert Opinion level? Test design patterns rather than individual curricula or curriculum segments! Kim Kastens

6 A community of what? JGE Commentary by Feig Counterpoints RE: unification of geo-DBER Individual identity & autonomy Conformity & marginalization (Even more) constraint on research funding Marginalization of activism & social justice This @!#%&* issue of JARGON GER in Practice 8 Characterizing Instructional Strategies to Improve Geoscience Learning 1 1

McConnell, D., 1Chapman, L., 1Dixon, J., 1Czajka, C.D., 1Jones, J., and 2Ryker, K.D., North Carolina University, 2Eastern Michigan University Research in other STEM disciplines has revealed that the adoption of a active learning teaching practices can improve student learning, decrease attrition rates, and a reduce in the achievement gap among student populations. This literature is unknown to the majority of geoscience faculty. Our goal is to summarize the research evidence that particular practices support student learning and provide examples of geoscience resources from publications and community web resources (e.g., On the Cutting Edge) that could support the use of such practices in geoscience classrooms.

We will consider the strengths and limitations of the individual studies and sort them on factors such as evidence of effectiveness, ease of implementation, availability of examples, and time commitment for preparation. 9 Learning about Spatial and Temporal Scale: Current Research, Psychological Processes, and Classroom Implications Kim Cheek, Nicole LaDue, Tim Shipley Purpose: Review literature on learning about scale to influence future GER and classroom practice K12, and UG One Finding: Limited DBER research that is largely unconnected from integrated way scale is used in geoscience fieldwork 10 Comparing an Online and Traditional

Physical Geology Course: An Assessment of Student Performance Author: Jennifer Sliko, Penn State Harrisburg Do students learn the same basic geologic concepts in both types of classes? Identical pre-course and post-course assessments Motivated Strategies for Learning Questionnaire 1300 students involved in this study Used JMP for statistical comparison of assessment scores Post-course assessments were higher than pre-course assessments for all sections of the online class Students learn as much in the online course as they do in traditional courses (regardless of the various instructional methods) Students in the online course have extrinsic motivation, self-efficacy 11 10 Use and Validation of an Assessment Instrument for Course Experience in a General Education Integrated Science Course Juhong Christie Liu, Anna Courtier, and Kristen St. John

R PU SE O P To explore the construct validity of the 36-item Course Experience Questionnaire (CEQ) with an added Generic Skills scale (Wilson, Lizzio, & Ramsden, 1997) Widely used, but less in US and/or science courses Not yet used General education integrated science course: Physics, Chemistry, and in geoscience the Human Experience Generic skills = Transferrable skills, also measures good teaching practice Valuable in general education and across multi/inter-disciplinary This instrument settingscan be used to measure students perception of course in this context. Clustered factors forming >25% of variance:

All Generic Skills (analytical, problem solving, planning, communication, and teamwork) Development of students academic interests Instructor motivates students to do best work XT E T N CO E GS R CO DIN FIN N O I ST E

QU Could this instrument be used/adapted for geoscience programs that want a course or program-wide assessment of students course experience (esp. of transferable skills)? Student Learning of Complex Earth Systems, Part I: Conceptual Frameworks of Earth Systems and Instructional Design Hannah Scherer, Lauren Holder, Bruce Herbert Student Learning of Complex Earth Systems, Part II: Student Engagement in Problem Solving & Decision Making About Environmental Issues Lauren Holder, Hannah Scherer, Bruce Herbert Place-Based Education in Geoscience: Research and Practice

Semken, Ward, Moosavi, Libarkin, Chinn, & Kanahele-Mossman Literature-review paper: survey and critical review of research and theory that have informed curriculum development, implementation, and authentic assessment of place-based teaching in the Earth and environmental sciences. Because PBE is trans-disciplinary, select seminal or exemplary papers from outside the realm of geoscience education will be included. A timely review of the field offering ideas on teaching practice and assessment for those interested in adopting the placebased modality in any learning environment. 14 GER Theme Issue: Journal of Geochemical Education: Author: Renuka Rajasekaran [email protected] By Plants Topic: Bioweathering 1. What is the purpose of your study?

By Animals By Microorganisms By Abiotic factors Redox Chemistry Thermodynamics How do we design a Bioweathering curriculum? Biogeoe nergetic s Bioturbati

on How do we design a Bioweathering curriculum? Kinetics 2. What is one finding based on the preliminary evidence from your research? There is no long history of publication on Bioweathering teaching and learning. I am pitching on a new idea. Osteopor osis Calcificati on

Biogeochemic al Processes Biocorrosi on Biofouling Extremophilies Fungi Bacteria Algae Virus Figure 1. A broad framework of items, that can be incorporated into the Bioweathering curriculum` 15 K-12 and Undergraduate Connections

16 Review 17 16 18 17 Graduate Training 19 Preparing Graduate Students to Conduct Geoscience Education Research: A Review of Existing Programs and Training Approaches McNeal, K.S, Petcovic, H., Arthurs, L., Riggs, E., Semken, S., McConnell, D. Questions: What is the state of G.E.R. graduate education in the US?

Is there a common set core competencies G.E.R. specialists should acquire in their training programs? What are the existing graduate program approaches and structures to G.E.R. training in the US? What are the needs in G.E.R. training and what can we learn from other DBER models? Intended audiences: Potential graduate students considering a path in GER Geoscience faculty members interested in revising their current programs and/or developing new programs Administrators supporting existing GER faculty, hiring new GER faculty, etc. 20 19 GTA Training in the Geosciences and beyond: What is done, what works, and what next? Kelsey Bitting, Rachel Teasdale, Katherine Ryker, Average Strength of Evidence by Discipline

What approaches and practices are being used in GTA training in the geosciences, other STEM fields, and beyond? How is the effectiveness of those GTA training interventions operationalized and measured? What GTA training interventions are most impactful? 4 3.5 3 n=11

n=8 n=8 n=7 2.5 2 n=2 1.5 n=1 1 0.5 0 ci ll s l/A

Al gy o ol Bi y si tr em h C th r Ea ce n ie sc

ics s y Ph gy o ol h yc s P 21 TerraElm: Earth Science Communication and Graduate School Peter Anderson Effectiveness and Communication Presenters Effectiveness of informal Earth Science Outreach initiates, a case study for professional development as a degree requirement

11 10 9 8 7 Within the current academic environment this type of program is needed 6 5 4 - 3 Questions: - How to develop this program elsewhere? - Teaching ability is as important as

publication productivity 2 1 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00

Effectiveness and Importance Elementary School Teachers 10 9 GEOLOGIC CONTENT RETENTION 10 8 10 7 40 6 5 4 3 2 20

1 20 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00 21 Broadening Participation 23 Macrosystem analysis of programs and strategies to increase underrepresented populations in the geosciences Authors: Ben Wolfe and Eric Riggs Purpose Research metasynthesis on programmatic and institutional approaches observed to advanced minority participation in the geosciences Findings Program focused - functional/operational support components

Pre-college and 2YC bridge programs University/College resources (e.g. UREs, financial support, etc.) Faculty mentors Minority peer networks Community focused - Geoscience department climate and culture Questions Current body of knowledge based on single pathways what are the larger higher level connective strands and longitudinal pipeline implications? 24 Efforts to Broaden Participation in Geoscience Astins Input-EnvironmentOutput Model

Review of Previously Published JGE Articles related to recruitment and retention Anti-Deficit Framework Validation Theory Critical Race Theory Climate Micro-aggressions Stereotype Threat Intersectionality Identity Development Social Cognitive Career Theory Callahan, LaDue, Baber, Kraft, Sexton, and Zamani-Gallaher 25 What about accessibility? A synthesis of

broadening participation literature in the geosciences Ivan Carabajal & Christopher Atchison, University of Cincinnati Anita Marshall, University of South Florida The goal of this paper is to synthesize the topic of access and inclusion within broadening participation research in the geosciences. This synthesis will also enlist a broader STEM perspective from topic areas in which limited information is available in the geoscience-focused literature. Introduction and Marginalization of SWD Exclusion from Discussion of Diversity Physical Barriers Social Barriers Geoscience Accessibility Field-based Accessibility

Physical Field Study Alternative Field Study Laboratory Accessibility General Classroom Accessibility 25 GER, DBER and Interdisciplinary Connections 27 Commentary of the State of Atmospheric Sci DBER Todd D. Ellis Laura B. Sample McMeeking Study purpose: A scoping review of the atmospheric science education literature, and commentary of the lack of research base with a discussion of next steps to invigorate the community

Preliminary Finding: There is an exceptional need to expand the literature base. For example, in ERIC, there are 646 hits on weather or meteorology education, of which fewer than 5% represent DBER. (We have yet to analyse the methodological quality of the research studies) Pressing question: Is the next step for Atmospheric Science a question of skills development or basic awareness of DBER as a research path? (We suspect its the latter - too few know that DBER exists or that it is a science) 28 DBER work in other science Heather Macdonald Laura Lukes disciplines Karin Kirk Purpose: To help GER move forward by reviewing the work of other science DBER communities: physics, chemistry, & biology education research. Questions include:

How do PER, CER, and BER organize themselves and what activities, meetings, workshops, publications, and other means do they use to support their work? How are research results disseminated and implemented? What are current research efforts and new directions? One question: Does the diversity of topics in geo courses make widespread change more difficult that in other disciplines, e.g., physics? 29 Order in the Course: How Geology and Other Sciences Address Scope, Sequence and Context in Introductory Undergraduate Science Courses A Literature Review, Christopher Roemmele, Purdue University, Earth, Atmospheric, & Planetary Sciences Department What can Geoscience Education learn from other science content areas (biology, chemistry, physics, astronomy) about the importance and potential impact of course scope, sequence and context in an introductory course? Attention to these constructs can improve curricular choices and guide and

focus the teaching and learning that occurs. However, they are only lightly covered across disciplines as a whole. Execute an extensive, exhaustive search by surveying instructors from all types of post-secondary institutions at GSA, AGU, etc. to attain consensus: 1) the most important/significant concepts that should be taught in an intro course (astronomy & biology have done this), but also 2) the sequence in which to present them (one that builds interest, motivation, develops relationships across topics, perhaps by implementing learning progressions for geology at post-secondary level. 3) use of case-studies, overarching theme/context, integration with other disciplines appear to have positive outcomes in other disciplines when implemented New Question Are there significant learning, performance, and attitudinal gains from modification to the course by executing

The role of working memory and cognitive load in geoscience learning Allison J. Jaeger, Thomas F. Shipley, and Stephen J. Reynolds Review cognitive science research on: - working memory: Capacity to simultaneous hold and process of information) - cognitive load: Limit to the amount of information a person can process in any given cognitive activity Provide examples of how to structure geoscience classroom activities and curricular materials to account for working memory and cognitive load Explain the importance of considering individual differences in working memory when designing learning supports (particularly those designed to reduce load) 31 The Spatial Thinking Workbook: Developing Students Spatial Thinking Skills in Upper-Level Undergraduate Geology Courses Through Curricular Materials Based on Cognitive Science Research

Ormand, Carol J., Thomas F. Shipley, Basil Tikoff, Barbara Dutrow, Laurel Goodwin, Thomas Hickson, Kinnari Atit, Kristin Gagnier, Ilyse Resnick 32 Session Q&A Where are there opportunities to refer to other papers in the issue that support your research? As potential external reviewers, are there questions or suggestions you have for authors? What are the potential supplemental files that authors should include to benefit the community? What questions are there for the editors? 33

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