2013 Geoscience Education Workshop 4-packcosponsored by NAGT and the Geoscience Education Division of GSA
To sign up for a workshop, use the GSA meeting registration. You can add a short course to your meeting registration or attend a workshop as a stand-alone event without registering for the whole meeting.
Early registration deadline: September 23
Registration after September 23 costs an additional US$30
Cancellation deadline: September 30
Saturday, October 26, 2013 - held at the GSA Annual Meeting
Early Registration Deadline: September 23, 2013
Two, half-day workshops for $55
Building off the 4 successful workshops offered at the 2011 and 2012 GSA meetings, this 2013 series will offer another set of four popular and relevant topics in undergraduate teaching: geoscientific thinking, climate, sustainability and energy. Each session will provide concrete examples and strategies you can bring to your classroom.
Each session will be ½ day long. Participants select one session in the morning and one in the afternoon. The registration fee is $55, which includes a morning workshop (519A or 519B) and an afternoon workshop (519C or 519D). Limit of 40 participants per ½ day workshop. CEU: 0.4 per ½ day workshop; 0.8 for the full day.
Morning Workshops | Saturday October 26 | 8:00 - 12:00
519A. Teaching Geoscientific Thinking: What Does It Mean and How Do I Do It?
Anne Egger, Central Washington University
Room 703The methods and ways of thinking that are intrinsic to Earth science differ in important ways from the experimental procedures that are commonly taught in schools as the scientific method. The phrase geoscientific thinking encompasses the ideas that describe what makes geoscience unique as a discipline yet still clearly part of science as a whole. This half-day workshop will highlight ways to help diverse students learn and develop geoscientific thinking skills appropriate for their level. Participants will explore general strategies for teaching geoscientific thinking and modify an existing activity to integrate geoscientific thinking more explicitly.
519B. Teaching and Learning about Climate in Geoscience Classrooms
Tamara Ledley, TERC; Anne Gold, University of Colorado; Deb Morrison, University of Colorado.
Room 705Participants will be introduced to a suite of engaging, peer-reviewed classroom activities for learning about climate science. Participants rotate through stations highlighting some of the activities featured in the NSF-funded digital library for educational resources from the Climate Literacy and Energy Awareness Network (CLEAN, cleanet.org). A brief introduction to the nationally endorsed Climate Literacy Principles will provide a necessary mental framework for planning your next climate lessons.
Afternoon Workshops | Saturday October 26 | 1:00 - 5:00
519C. Integrating Sustainability into Geoscience Courses
David Gosselin, University of Nebraska–Lincoln.
Room 703Sustainability is a central theme for teaching about the environment and requires the integration of perspectives from science, economics, and society. Workshop participants will work to strengthen the teaching of sustainability through the increased integration of geoscience and sustainability education. Participants will share successful strategies and materials for teaching sustainability.
519D. Teaching Energy: Important, But Unfamiliar, Concepts, Emerging Themes & Grand Challenges
James Meyers, University of Wyoming; Mark Lyford, University of Wyoming.
Room 705Cheap, reliable and abundant energy powers the modern world. But increasing global demand, declining conventional primary energy sources, sustainability of renewable resources and the environmental impacts of energy all contribute to make energy one of the grand challenges of the 21st century. Preparing our students for this challenge requires addressing traditional geoscience topics, e.g. oil, coal, petroleum, as well as topics rarely covered in traditional geoscience courses, e.g. externalities, energy transitions, energy return on investment, life-cycle assessment, thermodynamic efficiency. This workshop will introduce earth science instructors to different energy perspectives. It will provide background content knowledge, examine effective pedagogical techniques for teaching these concepts, demonstrate examples of proven active classroom activities and strategies and show how these themes have been incorporated into a variety of undergraduate courses at different grade levels and in different disciplines. A key component of the workshop will be to introduce participants to sources of energy data, the primary energy research literature and how to leverage the wealth of information coming out of the business and technology communities that tie into all energy themes and that are useful in demonstrating the relevancy of energy and its different perspectives to students. In this manner, participants will be introduced to the tools that will allow them to incorporate energy into their own teaching.