Social Media, from the chat room to the classroom
Panalists: David Thesenga, Alexander Dawson School, CO; National Earth Science Teachers Association (NESTA)
John-Henry Cottrell, Hemet HS, CA; National Earth Science Teachers Association (NESTA)
Annie Scott, U.S. Geological Survey, Youth & Education in Science (YES)
Wendy Bohon, Incorporated Research Institutions for Seismology (IRIS)
Adam Taylor, Dickson County High School, TN
Date: Thursday, April 8, 2021
Time: 1:00pm PT | 2:00pm MT | 3:00pm CT | 4:00pm ET
In this webinar, participants will learn how to harness the power of social media as an educational tool and find out how scientists and educators are using these platforms to teach critical thinking, be conscientious and responsible consumers of information, expose students to new concepts, follow breaking scientific news and teachable moments, have personal interactions with scientists and experts in a variety of fields, build communities of support, and dispel the fear/expectations of starting a Social Media account (worry of politics, inappropriateness, etc).
GeoCode: Using GPS Data to Visualize Plate Movement and Assess Earthquake Risk
Chris Lore, Research Assistant, The Concord Consortium
Stephanie Seevers, Recipient of the 2018 NAGT Colorado Outstanding Earth Science Teacher Award, Science Teacher, Evergreen High School, Evergreen, Colorado
Shelley Olds, Science Education Specialist, UNAVCO
Date: Tuesday, April 20, 2021
Time: 12:00pm PT | 1:00pm MT | 2:00pm CT | 3:00pm ET
How can students use coding to explore plate deformation, earthquakes, and their impacts on humans? The online curriculum module "Assessing Seismic Hazards and Risk with Code" engages high school students in Earth science and computational thinking while investigating seismic hazards and risks in a programming environment called GeoCoder. Students build simple block-based programs to create simulations and map visualizations of ground motion, deformation, and strain based on high-precision GPS data. This module is being developed as part of the GeoCode project, funded through an NSF STEM-C grant.
Inclusion through STEM Experiences: Approaches to Increase Access and Accommodations
Wendi J. W. Williams, South Texas College
Sean Thatcher, Rutgers University and Chairman of IAGD Student Community
Date: Wednesday, April 28, 2021
Time: 12:00pm PT | 1:00pm MT | 2:00pm CT | 3:00pm ET
This webinar will provide strategies for designing or modifying pedagogical "ways of doing" to reinforce increasing the diversity of students benefitting from various learning space experiences.
Considering inclusive strategies in STEM environments, participants will: learn about common barriers to access and inclusion within STEM education; be introduced to the principles of Universal / Inclusive Design for Learning (UDL/IDL); and explore embedded or specific accommodations for both physical and non-apparent disabilities. Further, additional resources outside the geosciences will be shared for catalyzing our community efforts.
Using Real Data to Teach Climate Change in the Era of Fake News
Paul Meister, Illinois State University
Date: Thursday, May 20, 2021
Time: 10:00am PT | 11:00am MT | 12:00pm CT | 1:00pm ET
Teaching undergraduate non-science majors to think critically about the world around them can be a daunting task. Throw in social media and "fake news" and the task becomes even more challenging. Emphasizing real data and how to interpret it has never been more important in higher education. Project EDDIE's climate change module compares rates of warming in modern and pre-historic times using global temperature and ice-core datasets. We found that students were able to work with the data to reach their own conclusions about current climate change. This webinar explores the use of Project EDDIE's climate change module as a multi-week laboratory exercise in a large (640 student) undergraduate geology course.
Assessing Quantitative Reasoning
Rebekka Darner, Illinois State University
Date: Wednesday, May 26, 2021
Time: 7:00am PT | 8:00am MT | 9:00am CT | 10:00am ET
Quantitative reasoning (QR) has been identified as a necessary skill across nearly all disciplines, and further, QR is part of being an informed consumer of information and participant in our globalized society. This webinar will explore the various ways QR has been defined, the synthesis of skills that together give rise to QR, and the various ways QR can be measured in classrooms. Participants will learn about how to effectively assess QR when using Project EDDIE teaching materials.
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