Geoscience Teachers Research Articles

Activity Bingo: Nudging Students to Make the Most Out of Fieldwork

In geosciences, fieldwork is a traditional way to teach various applications of disciplinary knowledge and practical skills and to introduce students to the scientific method (Malm, 2021). Many students are excited to join fieldwork and find it motivating and relevant for their future careers. In post-fieldwork surveys, our students at the Geophysical Institute, University of Bergen, Norway, typically describe their fieldwork using words such as instructive, exciting, fun, interesting, good experience, cooperation. The dominant discourse among geoscience teachers is also that “‘fieldwork is good’ for both social and academic purposes” (Malm, 2021). However, for various reasons, not all students take advantage of all opportunities within the scope of the fieldwork. For many students, there is a wide gap between what they learn through participation in a field course and what they need to be able to do later in more independent fieldwork.

A remote field course implementing high-resolution topography acquisition with geomorphic applications

Abstract. Here we describe the curriculum and outcomes from a data-intensive geomorphic analysis course, “Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes”, which pivoted to virtual in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for manual and remotely sensed topographic data methods, including (1) Global Positioning Systems and Global Navigation Satellite System (GPS/GNSS) surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based (terrestrial laser scanning, TLS) and airborne lidar. Course content focuses on Earth-surface process applications but could be adapted for other geoscience disciplines. Many other field courses were canceled in summer 2020, so this course served a broad range of undergraduate and graduate students in need of a field course as part of degree or research requirements. Resulting curricular materials are available freely within the National Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. The authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course assignments. The course was run over a 2-week period and had synchronous and asynchronous components. Students created SfM models that incorporated post-processed GNSS ground control points and created derivative SfM and TLS products, including classified point clouds and digital elevation models (DEMs). Students were successfully able to (1) evaluate the appropriateness of a given survey/data approach given site conditions, (2) assess pros and cons of different data collection and post-processing methods in light of field and time constraints and limitations of each, (3) conduct error and geomorphic change analysis, and (4) propose or implement a protocol to answer a geomorphic question. Overall, our analysis indicates the course had a successful implementation that met student needs as well as course-specific and NAGT learning outcomes, with 91 % of students receiving an A, B, or C grade. Unexpected outcomes of the course included student self-reflection and redirection and classmate support through a daily reflection and discussion post. Challenges included long hours in front of a computer, computing limitations, and burnout because of the condensed nature of the course. Recommended implementation improvements include spreading the course out over a longer period of time or adopting only part of the course and providing appropriate computers and technical assistance. This paper and published curricular materials should serve as an implementation and assessment guide for the geoscience community to use in virtual or in-person high-resolution topographic data courses that can be adapted for individual labs or for an entire field or data course.

Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.

Design and impact of the national workshop for early career geoscience faculty

The National Association of Geoscience Teachers’ Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One’s Career has been offered annually since 1999. The five-day workshop with accompanying web resources employs a “whole faculty” approach to support geoscience faculty members during their transition into academic careers. More than 1,000 faculty members (53% female, 47% male) have attended the national workshop; 52% from doctoral-granting institutions, 15% master’s, 28% bachelor’s, and 5% associates. Evidence-based instructional practices are shared and modeled during workshop sessions. Situated learning theory grounds the workshop design and promotes the development of a community of practice. Examination of the 2016 National Geoscience Faculty Survey data using univariate analyses of covariance (ANCOVAs) showed that workshop alumni report spending more class time on student activities, questions, and discussion than faculty members who did not participate in the workshop, particularly on small group discussions or think-pair-share and in-class exercises (for introductory courses p < .05; for majors courses p < .001). Workshop alumni also were more likely than faculty who did not participate to report feeling part of a geoscience community that shares their goals, philosophy, and values for geoscience education (p < .01), more likely to report that interactions with this community help them to become better educators (p < .001), and more likely to attend talks on teaching methods or science education (p < .001). Although causality cannot be established without random assignment, these findings are consistent with the hypothesis that this discipline-based workshop with its holistic approach is effective at promoting evidence-based teaching strategies and a community of practice.

Using Large Data Sets for Open-Ended Inquiry in Undergraduate Science Classrooms

National Science Foundation's Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) [1245707]; National Association of Geoscience Teachers (NAGT)

Demystifying Peer Review: The Journal of Geoscience Education Peer Review Process

Peer review is at the heart of publishing high-quality scholarly work. Unfortunately, the manuscript review process can be dark and mysterious to both authors and reviewers. A clearer understanding of the peer review process at the Journal of Geoscience Education (JGE) will enable authors to better understand the feedback they receive at various levels of the review process and will enable reviewers to direct their comments toward meaningful improvement of submitted papers. In this editorial, we aim to demystify the peer review process for JGE and share the primary reasons why papers are rejected from JGE, based on our collective experience on the editorial board.As previously outlined in our February 2016 editorial (St. John et al., 2016), JGE accepts four types of papers: (1) Research, (2) Curriculum & Instruction, (3) Literature Review, and (4) Commentaries. Typically, all papers go through full peer review. Exceptions are sometimes made for Commentaries on issues that fit within the expertise of the editorial board. The structure of the current editorial board is shown in Figure 1. JGE has dedicated editors for Research papers (Stokes) and Curriculum & Instruction papers (Petcovic), with both editors and the editor-in-chief (St. John) sharing responsibility for other paper types.Any member of the professional community who is knowledgeable about geoscience education research and practices and/or has expertise relevant to the subject of the paper can serve as a peer reviewer. If you have ever published in JGE, or if you have presented your work in geoscience education at a professional conference, then you are eligible to be a peer reviewer! Associate editors (AEs) are invited to join the editorial board from the pool of peer reviewers; we typically invite people who have a record of timely, high-quality reviews over a period of at least a year. Experienced AEs are selected by the editor-in-chief to act as the Research and Curriculum & Instruction editors, who are invited to serve multiyear terms. Finally, the editor-in-chief is selected by the National Association of Geoscience Teachers and serves a renewable 3 to 5 y term.As shown in Figure 2, the peer review process begins (step 1) when an (note that we use the term author here to include both single-authored and coauthored papers) submits his or her paper through the online Allen Press system. The editor-in-chief performs an initial quality check (step 2) to ensure that the paper meets the formatting requirements of JGE. If the paper does not meet these requirements, it is returned to the for reformatting. The may resubmit the paper to start the review process again, but our advice to authors is to make sure that the formatting requirements are adhered to from the outset.Once the paper passes the initial quality check, it is assigned to either the Research or the Curriculum & Instruction editor based on the paper type. The editor-inchief is also assigned papers to keep the editorial workload balanced. The editor (or editor-in-chief) screens the paper (step 3) to decide whether it sufficiently meets the review guidelines to merit peer review. One of two outcomes is possible here: If the paper fails to meet the review guidelines, or if it does not match with the scope of JGE, it is rejected and returned to the author. In this case, the may be invited to revise and resubmit, if the paper offers sufficient potential. If the editor (or editor-in-chief) decides that the paper meets the review guidelines to a sufficient extent, it progresses to full peer review. Sometimes at this stage, the editors may recommend that a paper initially submitted under the Research category be reviewed under the Curriculum & Instruction category, or vice versa. If this happens, and editor or the editor-in-chief will contact the to advise that the paper is being reclassified.To initiate the peer review process, the editor (or editorin-chief) assigns the paper to an AE (step 4). …

Is There a Better Model for Promotion and Tenure Preparation and Evaluation of Geoscience Education Researchers in Geoscience Departments?

The need to support and strengthen the geoscience education research (GER) community of practice is a theme that emerged from recent surveys and community discussions. A 2014 survey of members by the National Association of Geoscience Teachers (NAGT) Geoscience Education Research Division indicated that respondents (Lukes et al., 2015) felt there is a need to raise the perceived value of GER. This concept was further explored at a workshop for geoscience education researchers that took place at the 2015 Earth Educators Rendezvous. An 11 member working group in the ''Synthesizing Geoscience Education Research'' workshop (http://serc.carleton.edu/ earth_rendezvous/2015/morning_workshops/w3/index. html) addressed the question: What are the priorities for promoting and supporting geoscience education researchers? In response, the need for ''outreach'' to non-GER colleagues to elevate the value of GER, especially with respect to promotion and tenure preparation and evaluation, was raised. This idea of outreach to non-GER colleagues is consistent with suggestions made in a recent editorial on ways in which tenure-track geoscience education researchers can be proactive in communicating to their colleagues about what they do and why it is important (St. John, 2015).We know the GER field is growing-there are over 14 geoscience graduate programs that include GER as a field of graduate study. Tenure-track position announcements for GER are becoming more common, and many of those positions are in programs where the GER faculty member may be the only discipline-based education researcher in their department or college. As others have pointed out, this creates the potential for GER marginalization and isolation in the geoscience programs (Singer et al., 2012; Feig, 2013; Lukes, 2015; Lukes et al., 2015). In addition, the likelihood that promotion and tenure (PT to place specialties in a larger context; and to share results in ways that could also educate nonspecialists. …

Honors

The National Association of Geoscience Teachers (NAGT) has announced the winners of three of its awards, which will be presented at the NAGT and Geological Society of America (GSA) Geoscience Education Division Awards luncheon at the GSA annual meeting this fall in Vancouver, British Columbia, Canada.

New geoscience teachers division for 2‐year colleges

The role of 2‐year colleges (2YCs) in geoscience education is growing as the number of students enrolled in Earth and space science courses increases and as these institutions—which include community colleges and junior colleges—provide more students majoring in geoscience at public universities. In recognition of the increasing role of 2YCs in geoscience education, the National Association of Geoscience Teachers (NAGT) recently created a Geo2YC division for faculty, administrators, graduate students, and other geoscience professionals who share a professional interest in geoscience education at 2YCs. The mission of the new division, which is NAGT's first national division, is to serve as a forum for exchanging curricular ideas, concerns, and resources; establish a network of geoscience educators at 2YCs and other institutions with shared interests; sponsor NAGT 2YC activities and make recommendations to the NAGT Council in support of 2YC geoscience education; support and coordinate research on 2YC geoscience education; and advocate for 2YC geoscience education within NAGT and with other organizations.

National Association of Geoscience Teachers James H. Shea Award

Each year, the National Association of Geoscience Teachers presents the James H. Shea Award to an individual for exceptional contributions in the form of writing and/or editing of Earth Science materials (broadly construed) that are of interest to the general public and/or teachers of Earth Science. This prestigious award was established in 1991 by the officers of NAGT in honor of James H. Shea, long-time editor of the Journal of Geoscience Education. The Award commemorates Jim's long-standing commitment to promoting high-quality geoscience education by publishing the best ideas for effective and innovative teaching. The James H. Shea Award is presented annually at the NAGT luncheon during the national annual meeting of the Geological Society of America.

National Association of Geoscience Teachers Neil Miner Award for 2008

Each year, the NAGT presents the Neil Miner Award to an individual for exceptional contributions to the stimulation of interest in the earth sciences. The Award, presented each year since 1953, commemorates Neil Miner's concern for personal excellence and effective teaching. His ideals, his notably unselfish outlook on life, and his personal philosophy inspired his fellow teachers as well as his students. The Neil Miner Award is presented annually at the NAGT luncheon held during the national meeting of the Geological Society of America.

National Association of Geoscience Teachers 2007 Outstanding Earth Science Teacher Awards

Outstanding Earth Science Teacher (OEST) awards are given for “exceptional contributions to the stimulation of interest in the Earth Sciences at the pre-college level.” Any teacher or other K-12 educator who covers a significant amount of earth science content with their students is eligible. Ten national finalists are selected, one from each NAGT regional section. Some sections also recognize state winners. Individuals may submit an application themselves or nominate a colleague for the award.Nominations may be submitted at any time during the year however, some sections need this information as early as March in order to consider the applicant for the current calendar year. The official nomination form and supporting materials should be sent to the sectional OEST chair or to the NAGT Executive Director (see NAGT web site http://www.nagt.org for contact information). An online nomination form is available at the NAGT website, http://nagt.org/nagt/programs/oestnom.html. The National Association of Geoscience Teachers gives each section OEST awardee a plaque and a two-year membership in the Association, which includes a subscription to the Journal of Geoscience Education. Other NAGT awards vary from section to section and among states within sections.In addition, the Geological Society of America provides a monetary award and a 3-year Teachers Associate Membership (including membership in the Geoscience Education Division), and the National Earth Science Teachers Association provides a one-year membership, which includes a subscription to the Earth Scientist. The following organizations provide tangible support of various kinds such as teaching materials or gifts: American Geological Institute, American Geophysical Union, American Institute of Professional Geologists, and the U.S. Geological Survey.

Making Undergraduate Geoscience Quantitative

Modern geoscience uses equations, models, and numbers in conjunction with observations, maps, and words as fundamental tools for investigating Earth. Yet the U.S. public persists in viewing the study of Earth processes as highly qualitative and, in many states, as a remedial science course that is not accepted as appropriate preparation for admission to U.S. colleges and universities. Geoscience teachers and faculty are working to change this perception by increasing the quantitative content of the geoscience curriculum.From the most mathematical of senior theses to the most basic of introductory courses, geoscience instructors can make these courses more reflective of the full range of tools used in the geosciences by including the quantitative content and methods that pervade geoscience. In addition to being provided with a more realistic perception of our science, college students whose major study is the Earth sciences will be better prepared for geoscience careers and all of our students will be more quantitatively literate.

Neil Miner Award Citation - 2007

The Neil Miner Award, established in 1953 by the National Association Geoscience Teachers, recognizes those who have made exceptional contributions to the stimulation of interest in the earth sciences. The person I cite to you today certainly measures up to the standards set forth by the namesake of this prestigious award, Neil Miner. Madame president, fellow NAGT and GSA members and guests, it is my pleasure to present Michael A. Gibson as the recipient of the 2007 Neil Miner Award. David Dale Owen, Pioneer American Geologist, (1807-1860) once stated, that, A mind alive to natural science finds even in the sands of the seashore a lesson, and in the pebble by the brook a subject for contemplation... That observation by David Dale Owen over a century and a half ago during the early stages of our science truly epitomizes Michael's alive mind and love for earth science. Michael's present role is professor of geology in the Department of Geology, Geography, and Physics at the University of Tennessee at Martin. Our honoree grew up in Williamsburg, Virginia in the shadows of the College of William and Mary where he matriculated with a B.S. degree in geology in 1979. He traveled to Auburn, Alabama for an M.S. degree in 1983, and when I met him he had just enrolled at the University of Tennessee where he earned his Ph.D. degree in 1988. Michael wound up in my class on local stratigraphy in 1984. It did not take long for him to impress me as someone with a deep interest in everything that geology has to offer. It is often said that perception is reality there is no doubt that my perception of Michael was right on. While at UT his star shined brightly as he received the Cardin Fellowship for Academic Excellence, the UT Knoxville-Oak Ridge National Lab Science Alliance Super Research Fellowship for Academic Excellence, the University of Tennessee Chancellor's Citation for Extraordinary Professional Promise, and the Department of Geology Incentive Award. He has truly lived up to and exceeded everything those awards predicted and, so far, certainly everything I expected him to accomplish. I say so far, because he is like the battery bunny commercial - he refuses to run down. He never ceases lending leadership to earth science related organizations, mentoring students and K-12 teachers, engaging in meaningful research in a wide variety of research topics, including science education, and fulfilling his academic institution responsibilities. I have often wondered how he manages to keep a kettle full of all these endeavors stirred, but he does and, I might add, enthusiastically. Michael has long lists of publications, papers, and grants relative to both educational and geological research interests. The lists related to his geological research focus mainly on the paleoecology, paleoenvironmental reconstruction, and biotic interaction analysis of the Middle Paleozoic and Cretaceous of West Tennessee and the Pennsylvanian of Alabama. His research and publications also cover the geology of Belize, Central America; and the history of geology in Tennessee. His educational interests are primarily focused on: teaching the history of Earth and life; fostering undergraduate research experiences, developing techniques for improving information content and retention in the classroom, imparting paleontology to non-science majors and non-traditional students; and improving K-12 Earth Science education. Michael has not isolated himself on the Martin Campus of West Tennessee, he has a commendable record of supporting the professional organizations and societies related to science. Let me mention just a few salient contributions he has made through the years. Currently he serves the Geological Society of America as SE Section Education Coordinator; he has served in numerous capacities for the Tennessee Academy of Science; he is the National Education Chair of the Paleontological Society; he has been a councilor for the Society of Sedimentary Geologists (SEPM); he is past president of the UT Martin Chapter of Sigma Xi; and last but not least, he has been serving the National Association of Geoscience Teachers in admirable fashion. …

Geoscience faculty discuss courses for future Earth science teachers

As the focus on developing our nation's scientific workforce intensifies [National Academy of Sciences, 2007], more geoscience departments are recognizing teacher preparation as an integral part of their work. Skilled geoscience teachers can excite and engage K–12 students in the geosciences, present geoscience as a rewarding career path, and ultimately contribute to a better understanding of key geoscience problems among the public. Our ability to achieve these goals starts with the quality of our teacher education programs.

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000

Some Great Ideas for Geoscience Teachers

Some Great Ideas for Geoscience Teachers

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000

National Association of Geoscience Teachers Officers for October 1999 to October 2000