STEP Center: InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future

STEP 中心：InTeGrate：地球科学跨学科教学，共创可持续未来

• 批准号: 1125331
• 负责人: Cathryn Manduca
• 金额: $ 700万
• 依托单位: Carleton College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-12-01 至 2019-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1125331&HistoricalAwards=false
• 关键词: STEP; Center; InTeGrate; Interdisciplinary; Teaching

This STEP Center project is a collaboration between partners at Carleton College, Stanford University, North Carolina State University (NCSU), Pennsylvania State University (PSU), the University of New Orleans (UNO), Central Washington University (CWU), the University of Nebraska-Lincoln (UNL), the University of Texas at El Paso (UTEP), Columbia University's Lamont Doherty Earth Observatory (LDEO), the University of Akron, Pasadena City College, the Incorporated Research Institutions of Seismology (IRIS), and the Council of Environmental Deans and Directors of the National Council for Science and the Environment (NCSE/CEDD). Additional collaborations are being made through the National Association of Geoscience Teachers (NAGT), the American Geological Institute (AGI), the American Geophysical Union (AGU), the Geological Society of America (GSA), the Integrated Ocean Drilling Program (IODP) and the Consortium for Ocean Leadership (COL), among others. It is estimated that 1400 faculty and 59 geoscience departments, and potentially half a million undergraduate students, will be affected by this Center's activity over the lifetime of the project. Widespread geoscience literacy and a robust geoscience workforce are increasingly important for addressing grand societal challenges including resource issues (e.g. minerals, energy, water, food) and environmental issues (e.g. climate change, hazards, waste disposal, environmental degradation). The InTeGrate STEP Center is engaging a broad, interdisciplinary community in the development of materials and model programs that increase the geoscience literacy of undergraduate students, including the large majority that do not study geoscience, and also increase the number and diversity of students prepared to bring geoscience approaches into interdisciplinary teams confronting important societal challenges. Center activities are focused through two main strategies of piloting more effective undergraduate core curricula that serve both STEM and non-STEM students and improving pre-service teacher training. In developing more effective undergraduate curricula, attention is being given to both production of pedagogically appropriate teaching materials, demonstration of implementation programs, and professional development in their use for faculty. Project-related, inter-institutional curriculum development teams are creating and testing materials for use in geoscience courses, interdisciplinary courses, and courses in non-STEM majors - such as business, economics, and education - that address other aspects of these grand challenges. A set of implementation programs is demonstrating departmental, institutional and multi-campus approaches to curriculum and program structures that enroll diverse students, address the preparation of the geoscience workforce, and integrate geoscience into general education and teacher preparation curricula, as well as into a variety of STEM, environmental, and social science majors. An integrated assessment program is measuring the impact of new course materials and programs on students' 1) geoscience literacy, including their understanding of the role of geoscience in addressing the grand challenges facing society, 2) ability to address interdisciplinary problems, and 3) understanding of the process of science. A professional development program integrated with activities of the On the Cutting Edge and Building Strong Geoscience Departments programs, geoscience professional societies, and the National Council for Science and the Environment is supporting widespread adoption and adaptation of course materials and program structures. Program evaluation is assessing the impact of InTeGrate at the course, departmental and institutional levels, with a focus on understanding how the program is influencing changes in instruction and program design, and subsequently impacting enrollments and student learning in courses that incorporate the role of geoscience in solving societal grand challenges. The Directorate for Education and Human Resources Division of Undergraduate Education and the Directorate for Geosciences Office of the Assistant Director are jointly funding this STEP Center project.

这个步进中心项目是卡尔顿学院，斯坦福大学，北卡罗来纳州立大学（NCSU）的合作伙伴，宾夕法尼亚州立大学（PSU），新奥尔良大学（UNO）中央华盛顿大学（CWU），内布拉斯加州大学（Unlbraska-Lincoln（Unl），Ellam columb doh of pase to toep to e e of pasontion of pasontion of passo of passo of。 （LDEO），阿克伦大学，帕萨迪纳市学院，公司地震学研究机构（IRIS）以及国家科学与环境委员会（NCSE/CEDD）的环境院长和董事委员会（NCSE/CEDD）。还通过全国地球科学教师协会（NAGT），美国地质研究所（AGI），美国地球物理联盟（AGU），美国地质学会（GSA），综合海洋钻探计划（IODP）和海洋领导力联盟（COL）等进行其他合作。据估计，在该项目的一生中，该中心的活动将受到该中心的活动的影响，有1400名教职员工和59个地球科学系以及可能有50万本科生。对于应对包括资源问题（例如矿产，能源，水，食物）和环境问题（例如气候变化，危害，废物处置，环境降级），包括资源问题（例如矿产，能源，水，食物），包括资源问题（例如矿产，能源，水，食物），越来越重要的地球科学素养和强大的地球科学劳动力越来越重要。综合步进中心正在吸引一个广泛的跨学科社区，以开发材料和模型计划，这些计划提高了本科生的地球科学素养，包括不研究地球科学的大多数人，还增加了准备将地球科学方法带入面对重要社会挑战的跨学科团队的学生的数量和多样性。 中心活动的重点是两种主要策略，即试验更有效的本科核心课程，这些课程既服务STEM和非茎学生，并改善了职前教师培训。 在开发更有效的本科课程时，人们注意对教学上适当的教材的生产，实施计划的演示以及专业发展的生产。 与项目相关的机构间课程发展团队正在创建和测试用于地球科学课程，跨学科课程以及非茎专业的课程（例如商业，经济学和教育）的课程，以解决这些宏伟挑战的其他方面。一系列实施计划正在展示部门，机构和多校园的课程和计划结构方法，这些方法和计划结构可以招募多样化的学生，解决地球科学劳动力的准备，并将地球科学纳入通识教育和教师准备课程，以及各种STEM，环境，环境科学和社会科学专业助理。一项综合评估计划正在衡量新课程材料和计划对学生的影响：1）地球科学素养，包括他们对地球科学在应对社会面临的巨大挑战中的作用的理解，2）解决跨学科问题的能力，以及3）对科学过程的理解。 一项专业发展计划，与尖端和建立强大的地球科学部门计划，地球科学专业社会以及国家科学与环境委员会的活动相结合，支持广泛采用和适应课程材料材料和计划结构。计划评估正在评估集成在课程，部门和机构层面的影响，重点是了解该计划如何影响教学和计划设计的变化，并在课程中影响了招生和学生学习，这些课程纳入了地球科学在解决社会盛大挑战方面的作用。本科教育教育和人力资源局和助理主任地球科学办公室共同资助了该步进中心项目。