Search

Undergraduates majoring in geoscience are often unaware of their career options beyond traditional resource industries; they need explicit supports to consider their post-graduation options. This mixed methods study sought to fill gaps in the literature related to the overabundance of solely quantitative studies related to career awareness and the dearth of studies on career awareness courses that are guided by theory. The study investigates the challenges geoscience undergraduate students face when considering a career, what resources students use to find career information, and the benefits of a geoscience career awareness and planning course (career course) rooted in cognitive information processing (CIP) theory. Data were collected via our Career Resource Survey (from both career course participants and a comparison group), course assignments, and focus groups. Findings indicate that many students do not know what careers they can pursue in the geosciences, nor what the specific titles of careers mean (e.g., hydrology technician vs. hydrologist). Undergraduate students report using a variety of resources to learn more about careers and to find jobs, but no particular resource stands out as being primarily used. The career course supported students in terms of guidance, tools, and connecting with geoscience careers. Specifically, the course supported students in exploring myriad geoscience-related careers, identifying the specific steps needed to pursue these careers, meeting and connecting with a variety of people in geoscience careers, and seeing the value of their geoscience degrees. Other geoscience programs may consider creating a similar course, or implementing components of the course as connected to CIP theory. Professional geoscientists and organizations may consider being more proactive in connecting with undergraduate students to support their knowledge of, and transition into, geoscience careers. Being deliberate in exposing undergraduates to geoscience career opportunities may help to attract and keep students engaged in the field, and to graduate geoscientists who are more highly-qualified for the workforce.

Background: Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based practices, community values, and the institutional policies and structures associated with teaching and learning in higher education. Enacting change is a complex process that can be guided by change theories that describe how and why a desired change takes place. We analyzed the utility of a theory-based change model applied in a higher education setting. Our results provide guidance for change efforts at other institutions. Results: Use of the CACAO model to guide the transformation of STEM instruction at a large public university resulted in changes to faculty teaching practices and department culture consistent with the vision defined for the project. Such changes varied across STEM departments in accordance with the emergent nature of project activities at the department level. Our application of the CACAO model demonstrates the importance of (1) creating a vision statement (statement of desired change or end-state); (2) attending to different levels of the organization (e.g., individuals, departments, and colleges); (3) working with change agents who are situated to be effective at different organizational levels; and (4) employing strategies to meet the needs and interests of faculty at different stages of adoption with respect to the desired change. Conclusion: Our work, which demonstrates the utility of the CACAO model for change and captures its key elements in a matrix, provides a potential foundation for others considering how to frame and study change efforts. It reinforces the value of using change theories to inform change efforts and creates a structure that others can build on and modify, either by applying our CACAO matrix in their own setting or by using the matrix to identify elements that connect to other change theories. We contribute to the growing body of literature which seeks to understand how change theories can be useful and generalizable beyond a single project.

Quantitative literacy is a foundational component of success in STEM disciplines and in life. Quantitative concepts and data-rich activities in undergraduate geoscience courses can strengthen geoscience majors' understanding of geologic phenomena and prepare them for future careers and graduate school, and provide real-world context to apply quantitative thinking for non-STEM students. We use self-reported teaching practices from the 2016 National Geoscience Faculty Survey to document the extent to which undergraduate geoscience instructors emphasize quantitative skills (algebra, statistics, and calculus) and data analysis skills in introductory (n = 1096) and majors (n = 1066) courses. Respondents who spent more than 20% of class time on student activities, questions, and discussions, taught small classes, or engaged more with the geoscience community through research or improving teaching incorporated statistical analyses and data analyses more frequently in their courses. Respondents from baccalaureate institutions reported use of a wider variety of data analysis skills in all courses compared with respondents from other types of institutions. Additionally, respondents who reported using more data analysis skills in their courses also used a broader array of strategies to prepare students for the geoscience workforce. These correlations suggest that targeted professional development could increase instructors' use of quantitative and data analysis skills to meet the needs of their students in context.

A goal of undergraduate geoscience programs is to prepare students for the geoscience workforce. In order to understand the extent to which programs succeed at this goal, we identified desired workforce skills, compiled undergraduate geoscience program requirements, and mapped workforce skills onto faculty responses to the 2016 National Geoscience Faculty Survey categorized by respondent-provided course names for majors-level courses (n = 1037). We used a Bayesian statistical model to determine the posterior probability of students practicing desired workforce skills in undergraduate geoscience programs, using program profiles as the model prior, conditioned by the likelihood of a student practicing workforce skills in each course category based upon survey responses. Probabilistic Monte Carlo simulations of students in each example program were used to calculate the likely number of courses in which a student practiced each skill. Activities to help students develop skills related to geologic reasoning, working as part of a team, quantitative skills (algebra), applying skills in new scenarios, evaluation of scientific literature, temporal thinking, spatial thinking, written communication, and managing uncertainty are frequently encountered by students; on average, students encounter these activities at least seven times during an undergraduate program. In contrast, students encounter activities to help them develop an understanding of societal relevance and systems thinking, on average, fewer than three times during an undergraduate program. Our results provide a snapshot, via instructors' reporting, of the state of workforce skill development across undergraduate degree programs, and both the approach and data set can be built upon for future studies.

The call to improve undergraduate science, technology, engineering, and mathematics (STEM) education can be answered by undergraduate faculty modifying their course content and teaching methods to generate better student outcomes. The National Geoscience Faculty Survey--administered in 2004, 2009, 2012, and 2016--provides evidence that the vast majority of geoscience faculty recently modified their course content in a variety of ways, and about half recently adjusted their teaching methods toward more student-centered approaches. Respondents from across many different subgroups (e.g., institution type, position, and class type) are equally likely to modify content, perhaps reflecting the importance of current events, societal issues, and recent research findings to undergraduate geoscience education. In contrast, whether a respondent modified his or her teaching methods in the last two years varies strongly across subgroups. Two predictors of whether respondents modified their teaching methods is whether they also modified content, with respondents who changed their course content almost twice as likely to have also changed their teaching methods and how frequently they speak to colleagues about teaching, with more frequent discussion correlated with a higher percentage of faculty changing teaching methods. A major inhibitor to making course modifications is time constraints, and the promotion and tenure process may play a role in inhibiting change. The results indicate that the geoscience community approach of embedding discussions of teaching methods within workshops, webinars, and modules that primarily focus on teaching specific content may be an effective means of improving STEM education more broadly.

Background: The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. We report on 345 RTOP observations used to evaluate the extent of teaching reform when curricular materials developed as part of the InTeGrate Project (ITG) were used. The InTeGrate Project has published 40 modules of curricular materials that teach geoscience in the context of societal issues and support instructors through guided use of student-centered instructional practices. All ITG materials were developed by teams of instructors, follow a consistent structure, and were evaluated against a project rubric. Results: RTOP scores for classes observed when ITG materials were used (ITG; n = 50, M = 54.0) are significantly higher than RTOP scores for classes observed when ITG materials were not used (non-ITG; n = 295; M = 39.8; p < 0.0001). ITG observations all have RTOP scores in the student-centered ([greater than or equal to] 50) or transitional (31-49) instructional categories, and none in the teacher-centered instructional category ([less than or equal to] 30), demonstrating that ITG materials support more student-centered teaching in class sessions where they are used. In 33 paired observations of the same instructor teaching with and without ITG materials, mean RTOP scores when teaching with ITG are greater than mean RTOP scores when teaching without ITG (M = 54 and M = 47.1, respectively). Conclusions: RTOP observations reveal that more student-centered instructional practices occur in class sessions in which ITG materials are used. There is a small range of RTOP scores when individual ITG activities are used by multiple instructors, suggesting that using ITG materials results in a consistent quality of instruction. The complete absence of teacher-centered instruction when using ITG materials means the materials are a useful resource for practicing reformed teaching methods. The model of the ITG Project in the creation and broad dissemination of ready-made curricula for use in large numbers of classrooms can be replicated to transform teaching and learning in other disciplinary communities.

Student knowledge of the Nature of Science (NOS) is critical to their understanding of science. NOS encapsulates the tenets of how science is regarded and the heuristics by which science is judged to be valid and appropriate. The importance of NOS to science education has lead to curricular and policy development that mandate the construct be taught throughout the K-12 science curriculum. If this curriculum is effective there is an expectation that students would enter post-secondary with foundational knowledge of NOS. Our research examined the perspectives of NOS among two different cohorts of undergraduate geoscience students, one of lower division students beginning their study of geoscience and a second of upper division students nearing the completion of their degree. We assessed their intellectual and emotional perceptions of NOS at the beginning of the semester. At the end of the semester we again assessed their perceptions of NOS and their conceptual understanding of geoscience. Our results indicate there was not a significant difference between the two cohorts and there was a significant drop in the emotional perceptions of NOS over the semester (p < 0.05). Conceptual understanding of geoscience was found to be significantly correlated with emotional perceptions of NOS. The results, implications, and directions for future research are discussed.

Background: The efficacy of active learning within STEM education is clear, and many institutions are working to help faculty adopt evidence-based instructional practices (EBIPs) which can promote active learning. In order to know the current status of our campus regarding these goals, measures of current instructional climate and the adoption of evidence-based instructional practices (EBIPs) are desired. Results: Using a campus-wide online survey approach with remuneration for faculty participants, the 28-item current instructional climate survey (CICS) and the 6-item EBIP adoption scale were developed. When CICS and EBIP adoption scale outcomes are compared, patterns emerge which reflect the climate, conditions, and personal characteristics of faculty at different stages of EBIP adoption. Conclusions: Although not causal relationships, understanding both climate and personal change characteristics can be helpful to campus change agents in assessing the current STEM landscape of faculty practices.

Earthquakes are some of the more dramatic expressions of the dynamics of our planet. The sudden release of stress built up slowly by tectonic or volcanic processes often has far-reaching consequences, and can be measured (in classrooms) around the world. This is one reason why designing and building seismometers has been a popular activity, and why different versions of "Seismometer in Schools" projects thrive in the United States, Australia, and Europe. We present a cheap, robust, and easy-to-build seismometer--called the TC1--to measure seismic displacements in the vertical direction. Its components are easy to obtain and assemble, yet the resulting instrument is accurate enough to record earthquakes from around the globe. The parts list and building instructions of the TC1 seismometer are freely available online. Alternatively, a complete kit can be purchased for around US$300. Assembling the system naturally introduces students to a number of concepts in physics and engineering, while upon completion seismic recordings trigger discussions about the dynamics and internal structure of the Earth. The discussions are fostered by service learning and shared in the network of TC1s called the Z-NET.

This study reports the use of Raman spectral features to characterize the structural and compositional characteristics of different types of pyroxene from rocks as might be carried out using a portable field spectrometer or by planetary on-surface exploration. Samples studied include lunar rocks, martian meteorites, and terrestrial rocks. The major structural types of quadrilateral pyroxene can be identified using their Raman spectral pattern and peak positions. Values of Mg/(Mg + Fe + Ca) of pyroxene in the (Mg, Fe, Ca) quadrilateral can be determined within an accuracy of [+ or -] 0.1. The precision for Ca/(Mg + Fe + Ca) values derived from Raman data is about the same, except that corrections must be made for very low-Ca and very high-Ca samples. Pyroxenes from basalts can be distinguished from those in plutonic equivalents from the distribution of their Mg' [Mg/(Mg + Fe)] and Wo values, and this can be readily done using point-counting Raman measurements on unprepared rock samples. The correlation of Raman peak positions and spectral pattern provides criteria to distinguish pyroxenes with high proportions of non-quadrilateral components from (Mg, Fe, Ca) quadrilateral pyroxenes.

This study analyzed quantitative and qualitative data from classroom observations combined with instructor survey results to characterize the application of reformed teaching practices in undergraduate geoscience classes in the United States. Trained observers used the Reformed Teaching Observation Protocol (RTOP) to score 204 geoscience classes. Observed faculty represent a diversity of institutions, teaching rank, and years of experience. Classrooms observed included introductory and upper-level undergraduate courses that ranged in size from 6 to 275 students. Total RTOP scores do not correlate with class size, class level, institution type, instructor gender, instructor rank, or years of teaching experience. Classroom instruction was separated into three categories based on total RTOP scores: Teacher Centered (≤30), Transitional (31-49), or Student Centered (≥50). Statistical analyses of RTOP subscales and individual item scores are used to identify the instructional practices that are characteristic of each category. Instructor survey responses and qualitative classroom observations provide additional details about instructional practices common within each instructional category. Results of these analyses provide a coherent picture of instructional strategies used in geoscience classrooms. Instruction in the most Student Centered classrooms differs from that in Transitional and Teacher Centered classrooms in at least one of three ways. Student Centered classes are more likely to include (1) students engaged in class activities with one another; (2) activities in which instructors assess student learning and adjust lessons accordingly; and (3) opportunities for students to answer and pose questions that determine the focus of a lesson. [ABSTRACT FROM AUTHOR]

The article focuses on a science experiment to measure and record earthquake waves by the help of seismometer or TCI. It mentions several details related to the construction of TCI including harmonic oscillator, magnetic damping, and analog-to-digital converter. It informs that anomalous signals received on the sensor of TCI needs to sent to U.S. Geological Survey (USGS) for its decoding.