NAGT Sessions and Activities at the 2024 AGU Fall Meeting

NAGT is pleased to sponsor a variety of geoscience education sessions planned for the Fall 2024 AGU meeting held in Washington, DC from December 9-13, 2024.

Jump down to: Sessions | Workshops

Exhibit Hall

NAGT will not be operating a booth in the exhibit hall this year. But don't worry--our friends from the Science Education Resource Center at Carleton College will be present and have some NAGT materials on hand. As always, the booth in the exhibit hall is a great place to meet up and connect with other Earth educators, so be sure to stop by! You can find SERC at booth #1015.

NAGT-Sponsored Sessions

ED22A - Arctic Education & Outreach: Effective Ways of Engaging Diverse Learners in Arctic Science

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, Malinda J Chase, Association of Interior Native Educators, Fairbanks, AK, United States and Katie Spellman, University of Alaska Fairbanks, International Arctic Research Center, Fairbanks, 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.

ED11C - Climate Empowerment: Climate Education Initiatives

Gina Fiorile Desranleau, Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States, Anne U Gold, University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, United States, Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, MD, United States and Lindsey Kirkland, Climate Generation, Minneapolis, MN, 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.

ED52A - Climate Empowerment: Simulations and Gamification of Climate Education

Gina Fiorile Desranleau, Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States, Rachel L Wellman, Florida Atlantic University, Pine Jog Environmental Education Center, Coconut Creek, United States, Anne U Gold, University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, United States and Emily Snode-Brenneman, UCAR, Center for Science Education, Boulder, United States

This session will explore the use of interactive simulations and games while teaching climate science and resilience in formal and informal educational settings for all ages. Presenters will share their best simulation and gamification practices designed to empower community members to take action and lead climate and resilience efforts within their communities. Successful abstracts will propose originally created simulations and games tailored to climate impacts and/or resilience topics of choice, or describe how existing simulations and games were used to effectively engage audiences. We invite abstracts that target a diverse range of communities, from young and old to those in low socio-economic, middle-income, or affluent settings. The abstracts selected for this session will collectively represent a wide range of climatic types and climate hazards. We welcome abstracts with unique approaches to resilience, and those addressing strategies that promote hope, positivity, and mental health awareness.

ED24A - Climate Empowerment: Supporting Youth's Climate Mental Health

Alicia Christensen, University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, CO, United States, Sarah Newman, Climate Mental Health Network, Washington D.C., United States and Nnenia M. Campbell, University of Colorado at Boulder, Natural Hazards Center, Boulder, United States

Climate change significantly impacts mental health, stemming from increased disasters, future-related anxiety, and a sense of powerlessness. Youth, facing a lifetime of climate impacts, are particularly vulnerable as they shape their identities, worldviews, and sense of agency. Uncertainty about the future and exposure to disturbing media intensify their distress. Many feel pressure to act, yet a perceived lack of influence over decision-making processes and inadequate systems-level action from older generations leads to frustration, overwhelm, and isolation. However, support for youth's climate mental health is growing, such as climate-aware therapy, peer support groups, coping and trauma-informed practices that support climate change and natural hazard units, connections with nature, and educational curricula that develop agency and control through collective climate action. This session seeks contributions about supports that are needed or available to aid youth, and their educators and parents, in recognizing and managing the emotional toll of climate change.

ED34A - Education Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results

Laura Lukes, University of British Columbia, Heather A Fischer, Oregon State University, Elijah T Johnson, USGS, Silvia Jessica Mostacedo Marasovic, University of Texas at Arlington

Education research findings in Earth and space science have the potential to inform teaching/mentoring approaches and impact learning in a wide range of settings and for a broad learner population. Understanding and applying robust theoretical foundations, appropriate research designs and 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, results and implications of their research. It is also a venue for those new to discipline-based education research to learn more about the value, underpinning and practices of this interdisciplinary area of study.

ED23E - How Geoscience Education Is Shifting to Support Gen Z in a Post-pandemic World

Alicia Christensen, University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, CO, United States, Dr. Cheryl L B Manning, Ph.D., Albert Einstein Distinguished Educator Fellowship Program, Washington, United States; Northern Illinois University, Earth, Atmosphere, and Environment, DeKalb, United States and Sally J Warner, Brandeis University, Environmental Studies, Waltham, United States

The pandemic catalyzed significant shifts in learning environments for Gen Z. Educational institutions embraced flexible hybrid, virtual, and asynchronous models, alongside the rising popularity of experiential learning and alternative credentialing programs like boot camps or micro-credentialing. Technology reliance surged with video conferencing and online platforms, reshaping communication dynamics with peers and educators. Mental health support increased to aid Gen Z, disproportionately impacted by disrupted education and socialization. Concurrently, spurred by the racial justice movement and exacerbated educational inequalities of the pandemic, equity and inclusion initiatives gained prominence. Proposals are sought from middle and high school educators, college instructors and mentors, and administrators of undergraduate research experience programs (REU's) to explore how educational programming has adapted or is adapting to better serve Gen Z learners in the post-pandemic era. We also seek proposals sharing research about the impacts of these changes or how to better support this generation in Geosciences education.

ED11F - Increasing the Geoscience Career Pipeline/Watershed Flow from K–12 to Adult: Sharing Practices That Lead to More Geoscientists

Chris Thomas, North Carolina School of Science and Mathematics, Extended Learning, Durham, United States and Christopher M Keane, American Geosciences Institute, Alexandria, United States

Recruitment and retention of Geoscience undergraduate majors presents many challenges, whether recruitment starts in primary school education or non-traditional older adults pursuing a university degree.  This session brings together stakeholders across continents committed to increasing completion of more geoscience undergraduates globally.  Efforts may include those focused on university students; pre-university (K-12) courses or outreach; community-based programs or outreach; or adults re-entering university education (2-4 year programs).  Presenters may also share data-driven projects that assess underlying barriers or opportunities towards Geoscience recruitment in different countries or demographics.

We want more institutions implementing ideas shared in this session, so we emphasize sustainably funded or low-cost efforts vs. those contingent on grant funding. Contributions should emphasize correlations and direct connection between their activity and increased recruitment or retention, low-cost high-impact efforts, and/or demonstrate ease of reproducibility at another location.

GC24L - Anthropocene Science: What Next?

Erle C Ellis, University of Maryland Baltimore County, Geography & Environmental Systems, Baltimore, MD, United States and Dorothy Merritts, Franklin & Marshall College, Department of Earth and Environment, and The Chesapeake Watershed Initiative, Lancaster, PA, United States

The term Anthropocene is widely used by scientists, the media, and general public to connote a time in Earth's history marked by its transformation by human societies. In March 2024, after 15 years of debate, the proposal to formalize the Anthropocene as a new Series/Epoch of the Geologic Time Scale, ending the Holocene Epoch, was rejected by the International Commission on Stratigraphy. This rejection was largely based on concerns about limiting its start to a single isochronous marker in the year 1952, despite overwhelming evidence of its temporally and spatially heterogenous origins. This session brings scholars together across a range of disciplines to explore the science of the Anthropocene beyond its earlier epochal framing, by focusing instead on the Anthropocene as a complex and ongoing planetary event analogous to the Great Oxidation Event and others.

PP41D - Results from Scientific Ocean Drilling: The Interdisciplinary Legacy of the JOIDES Resolution

Justin P Dodd, Northern Illinois University, Department of Earth, Atmosphere and Environment, DeKalb, IL, United States, Stephen Phillips, U.S. Geological Survey, Woods Hole, United States, Leah LeVay, Texas A&M University, International Ocean Discovery Program, College Station, TX, United States, Sharon K Cooper, Lamont Doherty Earth Observatory, U.S. Science Support Program, Palisades, United States and Elizabeth C Sibert, Woods Hole Oceanographic Institution, Woods Hole, United States

U53A - Fieldwork and Field Safety: Assessments, Advances, Insights

Marjorie Cantine, University of Washington, Seattle, United States and Hannah Cothren, University of Washington, Seattle, United States

Many Earth scientists perform research in the field. It is foundational to many studies of our planet. Fieldwork is the process of observing and collecting data about natural environments, cultures, and people, and occurs everywhere from ocean-going research cruises to cities, deserts, and mountains. Recognition of the risks of fieldwork, and community determination to improve field experiences, motivates increasing focus on fieldwork and field safety. For example, under NSF EAR's pilot of Safe And Inclusive Fieldwork plans are now required for field-intensive EAR proposals, with the goal of broadening participation and improving working environments for scientists. In this session, we welcome contributions that deliver insights into the impacts and risks of fieldwork, with special attention given to field safety, the field as a classroom, and fieldwork in challenging operating environments. Organized in collaboration with SAFER: A Holistic Approach to Identifying and Mitigating Traumatic Incidents During Field Research (NSF Award 2314594).

NAGT-Sponsored Workshops

Additional workshops will be posted here when available.

Workshop for Heads and Chairs of Earth and Space Sciences Departments
Sunday, 8 December 2024

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.