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  1. AGU 2015 Abstract & Poster - Integrating Discovery-Based Research Experiences into the Undergraduate STEM Curriculum: A Convocation Report from the National Academies of Sciences, Engineering, and Medicine [Download]

    Title: AGU 2015 Abstract & Poster - Integrating Discovery-Based Research Experiences into the Undergraduate STEM Curriculum: A Convocation Report from the National Academies of Sciences, Engineering, and Medicine
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    • Ambos, Elizabeth
    • Brenner, Kerry
    • Asher, Pranoti
    • Ryan, Jeffrey
    Description: New possibilities and challenges to providing and scaling up opportunities for large numbers of undergraduates to engage in discovery-based research and related activities reflect both the evidence base and the current systemic infrastructure of higher education. The National Research Council hosted a Convocation in May 2015 on this very topic, inspired by the 2012 PCAST report “Engage to Excel,” which urged the STEM education community and funding agencies to “advocate and provide support for replacing standard laboratory courses with discovery-based research courses.” The Convocation report “Integrating Discovery-Based Research into the Undergraduate STEM Curriculum” on which this session is based explores a number of critical issues: Is our current knowledge base robust enough to recommend best practices? Is offering such experiences actually beneficial for all undergraduates? What institutional changes will be required to make such opportunities available to large numbers of students? Can such programs drive institutional change? How can we manage the cost/benefit parameters of such programs? Exploring these important and connected issues is critical for allowing undergraduates to participate in meaningful and relevant research through their coursework, for faculty and administrators to examine and document the evidence for their impact, and institutions to identify variations in what works at different types of colleges and universities.
    Keywords: AGU, undergraduate research, STEM, curriculum, National Academies of Sciences, NRC
    Date Uploaded: 2015-12-09
  2. AGU 2015 Abstract & Poster - You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA) [Download]

    Title: AGU 2015 Abstract & Poster - You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series “You Asked, We Answered!” for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format. Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website ( http://www.paesta.psu.edu/podcasts
    ) and PAESTA iTunes channel ( https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453
    ). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the “what” and “how” of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.
    Keywords: PAESTA, Pennsylvania Earth Science Teachers Association, geoscience education, K-12 education, audio, podcast, Earth science education
    Date Uploaded: 2015-12-08
  3. SEG Wiki assignment for EARTH 100, Fall 2015 [Download]

    Title: SEG Wiki assignment for EARTH 100, Fall 2015
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: This assignment, divided into three parts, includes having students utilize Zotero and the CRAP test to generate an annotated bibliography, author a new SEG Wiki article, then complete a post-project reflection.
    Keywords: wiki, pedagogy, geoscience education
    Date Uploaded: 2015-11-21
  4. GSA 2015 Abstract & PowerPoint - Bringing the Google 80/20 model to an introductory-level environmental course: a student opportunity for creativity, innovation, and investigation [Download]

    Title: GSA 2015 Abstract & PowerPoint - Bringing the Google 80/20 model to an introductory-level environmental course: a student opportunity for creativity, innovation, and investigation
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: GSA 2015 abstract -- From 2007-2013, Google had an interesting approach as to how it asked its employees to spend their company time. Google’s “Innovation Time Off,” with the goal of recruiting and retaining employees, was referred to as the 80/20 rule. Employees were to give 80% of their time to current Google projects, and for the other 20% of the time, employees could work on whatever they wanted that related somehow to Google yet interested them personally. The Google 80/20 principle was applied to an introductory-level general education course for non-science majors titled Environmental Factors and Their Effect on Your Food Supply. Students were told that 80% of the course was structured and scripted by the instructor, but they were to spend 20% of their time with the course, and have 20% of their grade, be of their creation, their innovation, and their pursuit, relating to food issues. Students were encouraged to explore topics ranging from food supply and food insecurity to education and awareness on a local to global level. Each student utilized a Google Doc as their journal to document all parts of the project, including the initial brainstorming of a topic/project to pursue, information gathering, conversations and communications, and to document progress. At the end of the semester, students were required to do a classroom presentation about their Google 80/20 project or share the results with the instructor in a paper or with a creative display. The students were successful in engaging with practices that are the foundation of undergraduate research – generating an idea for investigation, carrying out that investigation, and seeing the project through to completion with dissemination. The challenge for the instructor was effective mentoring in supervising individual projects for an entire course section.
    Keywords: Geological Society of America, undergraduate education, undergraduate research, geoscience education, Google
    Date Uploaded: 2015-10-28
  5. GSA 2015 Abstract & PowerPoint - Laying the Foundation for Information Literacy in Introductory-Level Earth Science Courses [Download]

    Title: GSA 2015 Abstract & PowerPoint - Laying the Foundation for Information Literacy in Introductory-Level Earth Science Courses
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    • Clements, Nina
    Description: Introductory-level Earth science courses provide the opportunity for science and non-science majors to expand discipline-specific content knowledge while enhancing skill sets applicable to all disciplines. Two courses at Penn State Brandywine designed as general education science courses, Environment Earth (EARTH 100) and The Sea Around Us (GEOSC 040), established the overarching course goal for students to understand, communicate examples, and make informed decisions relating to big ideas and fundamental concepts of Earth/ocean science. To develop the scientific literacy of students and their ability to read, interpret, and evaluate sources of scientific news, a semester-long Literacy Project was designed in collaboration between the Earth science faculty member and a Reference and Instruction librarian. Each week, students were required to locate one Earth/ocean science article published in the past five years, evaluate the article with the CRAP test (currency, reliability, authority, purpose/point of view), and write an annotated bibliography. Students had two instructional sessions in a computer laboratory with the librarian to learn how to find and evaluate sources, as well as instructional time to learn how to use the online citation database management tool Zotero. The students were required to match their article annotation with the Earth Science or Ocean Science Literacy Principles to enforce the relevance of the course content and emphasis on scientific literacy. The completed annotated bibliography at the end of the semester served as a foundation for a take-home final exam. Overall, the Literacy Project assisted students in developing a foundational skill necessary for undergraduate research in any discipline.
    Keywords: Geological Society of America, information literacy, geoscience education, undergraduate education
    Date Uploaded: 2015-10-28
  6. CRAP test for information literacy [Download]

    Title: CRAP test for information literacy
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    • Clements, Nina
    Description:
    Keywords: CRAP test, information literacy
    Date Uploaded: 2015-10-28
  7. 2015 K-12 school presentation: What everyone should know about the oceans (and how we know what we know!) [Download]

    Title: 2015 K-12 school presentation: What everyone should know about the oceans (and how we know what we know!)
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: Talk given to all of the 4th grade girls at the Agnes Irwin School in Rosemont, PA, on January 7, 2015. The talk was based upon my recent NOAA Teacher at Sea experience aboard the NOAA Ship Thomas Jefferson in September 2014. The talk started with a background about myself and my interest in science, an overview of the Ocean Literacy Principles, what it is like to live and work at sea, and careers in oceanography.
    Keywords: careers in science, NOAA, hydrographic survey, oceanography, Teacher at Sea
    Date Uploaded: 2015-01-07
  8. NOAA TAS lesson plan - "What Should We Be Worried About?" - when it comes to the coastal zone [Download]

    Title: NOAA TAS lesson plan - "What Should We Be Worried About?" - when it comes to the coastal zone
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: Lesson plan developed from my time as a NOAA Teacher at Sea in 2014 aboard the NOAA Ship Thomas Jefferson
    Keywords: hydrographic survey, oceanography, Teacher at Sea, NOAA
    Date Uploaded: 2015-01-02
  9. NOAA TAS lesson plan - Lunch on the NOAA Ship Thomas Jefferson [Download]

    Title: NOAA TAS lesson plan - Lunch on the NOAA Ship Thomas Jefferson
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: Lesson plan developed from my time as a NOAA Teacher at Sea in 2014 aboard the NOAA Ship Thomas Jefferson
    Keywords: oceanography, Teacher at Sea, NOAA, hydrographic survey
    Date Uploaded: 2015-01-02
  10. AGU 2014 Abstract & Poster - Student Contributions to Citizen Science Programs as a Foundation for Independent and Classroom-Based Undergraduate Research in Earth Science [Download]

    Title: AGU 2014 Abstract & Poster - Student Contributions to Citizen Science Programs as a Foundation for Independent and Classroom-Based Undergraduate Research in Earth Science
    Depositor: Laura Guertin
    Creator:
    • Guertin, Laura
    Description: Abstract -- Environmental monitoring projects on the grounds of a campus can serve as data collection sites for undergraduate research. Penn State Brandywine has utilized students in independent study projects to establish two citizen science programs and to begin collecting data, with the data sets serving as a foundation for authentic inquiry-based exercises in introductory-level Earth science courses. The first citizen science program is The Smithsonian Institution’s Global Tree Banding Project, which contributes to research about tree biomass by tracking how trees respond to climate. We are going beyond the requirements of the Smithsonian project. Instead of only taking two measurements each in the spring and fall, undergraduate researchers are taking measurements every two weeks throughout the year. We started taking measurements of ten trees on campus in 2012 and will continue until each tree outgrows its tree band. The data are available for download in Google Spreadsheets for students to examine changes in tree diameter within one or between growing seasons, supplemented with temperature and precipitation data (see  http://sites.psu.edu/treebanding/
    ). A second citizen science program we have begun on campus is the NASA-funded Digital Earth Watch (DEW) Picture Post Project, allowing students to monitor the environment and share observations through digital photography. We established four Picture Post sites on campus, with students taking weekly photos to establish an environmental baseline of the campus landscape and to document future environmental changes pre- and post-construction. We started taking digital photos on campus in 2014 and will continue well past the completion of construction to continue to look for changes. The image database is less than a year old, but the images provide enough information for some early analyses, such as the variations in “greenness” over the seasons. We have created a website that shares the purpose of our participation in the Picture Post Project and links to our images (see  http://sites.psu.edu/picturepost/
    ). Having these citizen science programs on campus provides students a greater connection to their local environment, the opportunity to work with data collected by and for students, and the ability to contribute the data to a global database and research program. Citation: Guertin, L. (2014). Student Contributions to Citizen Science Programs as a Foundation for Independent and Classroom-Based Undergraduate Research in Earth Science. Abstract ED21D-3473, presented at 2014 Fall Meeting AGU, San Francisco, CA, 15-19 Dec.
    Keywords: citizen science, pedagogy, Smithsonian Tree Banding Project, undergraduate research, Picture Post Project, geoscience education, Penn State Brandywine
    Date Uploaded: 2014-11-28