Education Sessions and Activities at the 2023 AGU Fall Meeting
Visit us at booth #319 in the exhibit hall for information on upcoming workshops, educational resources, and teaching activities! The NAGT booth will be open Monday through Thursday. Interested in helping staff the NAGT booth? Volunteering provides a great opportunity to talk/distribute materials about NAGT, meet other geoscience educators, and get to know some of the NAGT staff. Contact Mitchell Bender-Awalt (email@example.com) if you're interested in volunteering.
NAGT-Sponsored Topical Sessions
Ming Xiao, Pennsylvania State University Main Campus, Civil and Environmental Engineering, University Park, PA, United States, Forest Banks, Battelle, Boulder, United States, Anna M Wagner, Cold Regions Research and Engineering Laboratory (CRREL), Fort Wainwright, AK, United States and Xiaohang Ji, Pennsylvania State University, Civil and Environmental Engineering, University Park, United States
Workforce development is an international priority and particularly critical in producing the next-generation scientists and engineers. It is beneficial to start workforce development at an early age to instill STEM interests and concepts in K-12 students. This will help address the increasing environmental and engineering challenges due to accelerated climate change. Also important is continued education and training for professionals who have interest in working in the circumpolar regions. This Union Session welcomes educators, students, researchers, Indigenous community members, government officials, and practitioners to share their experiences and insights in K-12 and college STEM education about and related to the cold regions, particularly opportunities, challenges, and successful pedagogies in STEM education. We hope to showcase a wide range of topics, such as curriculum design, teacher training, community-based learning, informal education programs, continued education for professionals, and the integration of Indigenous Knowledge.
Anne U Gold, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, CO, United States, Elena B Sparrow, University of Alaska Fairbanks, Fairbanks, AK, United States and Malinda J Chase, Association of Interior Native Educators, Fairbanks, AK, United States
The changing polar environments have created important scientific and societal concerns in high and lower latitudes. In this session we will share effective approaches, frameworks and examples of how to promote a broad understanding and awareness of the changing Arctic and the related societal implications. The session will highlight effective strategies to inspire learners in both formal and informal learning contexts as well as communities. We also invite papers on effective ways of community engagement, co-design of educational and outreach activities, and fostering intergenerational or cross-cultural learning through Arctic Indigenous knowledge, science and observation.
Kathryn Boyd1, Gina Fiorile1, Anne U Gold2 and Frank Niepold III3, (1)Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States(2)University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, CO, United States(3)NOAA Washington DC, Climate Program Office, Washington, MD, United States
Reducing vulnerability to climate and preparing for just transitions to a low-carbon economy are critical for societies across the world, particularly in frontline communities. Coordinated systems of education, communication, and outreach can support learning to enhance the adaptability of our cities and create stronger communities, empowering people to address climate change. Improving learning about Earth's complex climate and energy system is fundamental to support development of mitigation and adaptation strategies. The CLEAN Network is committed to improving climate and energy education locally, regionally, nationally, and globally and brings together a professionally diverse community of over 700 members and programs. This session provides opportunities for CLEAN Network partners to showcase their work and share information, models, and new program designs in order to support session participants in taking action within their own communities and organizations. We also invite abstracts from other climate-centered learning programs, projects, initiatives, and efforts.
Rachel Wellman1, Gina Fiorile2, Kathryn Boyd2 and Jen Kretser3, (1)Florida Atlantic University, Boca Raton, United States(2)Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States(3)The Wild Center, Tupper Lake, United States
This session will showcase successful approaches for climate and resilience education both in K-12 and in informal learning settings. Presenters will share best practices for creating a sense of empowerment and hope in students, youth, and/or community members that leads to climate action, including climate mitigation and adaptation. We invite abstracts about classroom instruction that inspires students' learning about climate and energy topics and community resilience against natural hazards, including a focus on supporting mental health. We also invite abstracts to share effective strategies for inspiring youth and communities in informal learning settings to learn about and engage with climate and resilience topics. Of particular interest are abstracts that describe use of social cohesion techniques, efforts to achieve equity, and cultural relevance within diverse learning communities. This session will provide insight into lessons learned from programs that use innovative and novel approaches to teaching about climate, energy and community resilience.
Anne Holland, Space Science Institute Boulder, National Center for Interactive Learning, Boulder, CO, United States and Joelle LeMer, Northern Arizona University, Center for Science Teaching and Learning, Flagstaff, AZ, United States
Deepening participation in science with diverse audiences involves a shift in thinking from outreach to collaborating. This session explores the varied ways in which scientists and educators work together in culturally and contextually relevant ways. Examples of these processes include co-design, co-development, citizen science, incorporating diverse ways of knowing, place-based learning, reciprocal partnerships, and pathways to elevate community interests. It is vital to approach opening science wide with an asset-based mindset that is inclusive to all people regardless of race, gender, differing abilities, language, socio-economic status, and education. We invite AGU members to join us as we share our stories and consider issues related to involving publics in public engagement. What methods are you using that we haven't considered above? We invite abstracts from current implementation as well as ideas for unique implementation and discussion.
Margaret Anne Holzer, National Earth Science Teachers Association, Dexter, United States and Diana Lynne Ibarra, Organization Not Listed, Washington, United States
Earth and space science is constantly evolving and it is always relevant to the lives of our students. How can we ensure our educators are connected to the most recent research so their students learn about these findings about our dynamic Earth system? Collaborations among multiple entities are invited to share their methods of creating and disseminating the latest Earth and space science findings designed to inspire our next generation of Earth and Space Scientists. This session is open to all who interact with a K-12 population. For example, teacher-scientist partnerships, higher-ed researchers, outreach specialists, informal educators from specific geoscience fields or education are all welcome. Sharing curated and unique educational materials allows for collaboration and inclusion of students across the multitude of Earth and space science topics. Topics for this session may include student centered field work, scientist-teacher partnerships, professional development models, integrating data and data tools into curriculums.
Heather A Fischer, Oregon State University, Corvallis, OR, United States, Laura Lukes, George Mason University Fairfax, Fairfax, United States, Julie C Libarkin, Michigan State University, Department of Earth and Environmental Sciences, East Lansing, MI, United States, Bridget K Mulvey, Kent State University Kent Campus, School of Teaching, Learning and Curriculum Studies, Kent, OH, United States and Silvia Jessica Mostacedo Marasovic, Arlington, TX, UNITED STATES
Education research findings in Earth and space science have the potential to inform teaching and impact learning in a wide range of settings and for a broad learner population. Understanding and applying robust theoretical foundations and appropriate interdisciplinary methodologies are essential to the research process. This session is a venue for Earth and space science education researchers to share the theoretical foundations, methods, and findings of their research. It is also a venue for those new to discipline-based education research to learn more about the underpinning and practices of this interdisciplinary field of study.
Alicia Christensen, University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, CO, United States, Valerie Sloan, National Center for Atmospheric Research, Education & Outreach, Boulder, CO, United States, Samaiyah Farid, University Corporation for Atmospheric Research, Boulder, United States and Shakila Merchant, CUNY City College of New York, New York, United States
Compared to 4-year institutions, community colleges include a larger portion of students, a higher percentage of first-generation and non-traditional college students, and a higher percentage of students from rural and marginalized communities. Community colleges (CC) can provide low-tuition rates, easily accessible education, and a potential gateway to new pathways. However CC faculty report that local research opportunities are scarce, and frustratingly few CC students are accepted into research experiences, despite numerous examples of student success. Presenters are invited to share strategies and best practices for attracting CC students to science and engineering careers by: 1) developing meaningful connections with community college faculty; 2) alleviating barriers to research opportunities, through accommodation, flexibility, and the recruitment and application processes; 3) highlighting education strategies to promote their success, and; 4) creating opportunities for CC students to bridge to 4-year degree colleges.
Kyle C Fredrick, Pennsylvania Western University - California, Biology, Earth, and Environmental Sciences, California, United States and Chad Kauffman, American Meteorological Society Washington DC, Washington, United States
Geosciences have historically been "discovery majors" with students switching from other majors or undecided into our programs after they've started at university. Recently though, dwindling enrollments across the US have created existential challenges for geosciences. Fewer incoming students have put a bullseye on Geoscience programs, forcing some to either adapt or fold. The national demographic trend is bleak for those continuing to depend on discovery. Simply, geoscience leaders must change recruiting strategies. We must educate K-12 teachers and high school guidance counselors about career opportunities in geoscience, as well as provide robust professional development for K-12 teachers to build confidence to send their students toward our disciplines. We seek examples of novel or well-established outreach programs that demonstrate our disciplines and their potential to encourage children to consider Geoscience as an option. Outreach and collaborative programming, including research, can develop a child's curiosity and point them toward fulfilling educational outcomes.
Haley Crim, NOAA Climate Program Office, Silver Spring, MD, United States, Aparna Bamzai, Oregon State University, CIRC/NW CSC, Corvallis, OR, United States, Kripa Akila Jagannathan, University of California Berkeley, Berkeley, United States and Christopher Hyun, University of California Berkeley, Energy and Resources Group, Berkeley, CA, United States
One of the fundamental motivations of geosciences is to develop knowledge and solutions that help to solve society's most pressing issues. Developing scientific knowledge and just, culturally-relevant, evidence-based solutions that catalyze effective environmental action require insights from a variety of communities and disciplines, especially those that relate to social behavior and decision-making. This session highlights talks from diverse fields (including but not limited to anthropology, economics, history, political science, decision science, psychology, and sociology, as well as from practitioner communities) that present social and behavioral findings on how to forge stronger linkages between science and society and improve the societal impact of geosciences. We invite approaches, frameworks, stories or experiences that scientists and/or practitioners can use to support social and behavioral changes at multiple scales. Local or regional perspectives from in and around the Bay Area are especially encouraged.
Additional workshops will be posted here when available.
Workshop for Heads and Chairs of Earth and Space Sciences Departments
Sunday, 10 December 2023
This one-day workshop provides an opportunity for heads and chairs of Earth and Space Science departments to discuss issues and strategies for building a strong department, meet other heads and chairs, and learn more about current issues.