Vision and Change: The Future of Undergraduate Geoscience Education
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Figure 2-1: Contributed Input Levels by Institute Type
Figure 2-2: Contributed Input Levels by Employer Type
Figure 3-1: Geoscience Concepts Importance
Figure 3-2: Science Skills Importance
Figure 3-3: Geoscience Skills Importance
Figure 5-1: Teaching Method Use
Figure 5-2: Technologies Used in Teaching
Figure 5-3: Technologies Used in Field Instruction
Figure 8-1: Engagement Methods to Broaden Participation
Figure 8-2: Methods Use to Ease 2YC-4YC Transition
Figure 9-1: Departmental Supports for K-12 Educators
Figure C-1: Reported Program Reform Success
Figure C-2: Reported Profess on Reforms
Figure A-1: Participants by Sector
Figure A-2: Issue Importance in Undergraduate Geoscience Education
Figure A-3: Are Competencies More Important Than Specific Courses?
Figure A-4: Importance of Key Geoscience Concepts
Figure A-5: Earth as a Complex System
Figure A-6: Deep Time
Figure A-7: Earth Materials
Figure A-8: Earth Structure
Figure A-9: Surface Processes
Figure A-10: Natural Resources
Figure A-11: Natural Hazards
Figure A-12: Climate Change
Figure A-13: Hydrogeology
Figure A-14: Critical Undergraduate Skills and Competencies
Figure A-15: Uncertainty and Ambiguity
Figure A-16: Problem Solving
Figure A-17: Inferences about Earth System
Figure A-18: Integrate Multidisciplinary Data
Figure A-19: Strong Field and GIS skills
Figure A-20: Computational and Data Skills
Figure A-21: Strong Quantitative Skills
Figure A-22: Critical Thinking
Figure A-23: Integrate Disparate Information
Figure A-24: Communicate Effectively
Figure A-25: Work in Teams and Across Cultures
Figure A-26: Technological Flexibility
Figure A-27: Scientific Research Methods
Figure A-28: Focus on Competencies
Figure A-29: Likelihood of Systemic Reform of Undergraduate Curriculum
Figure A-30: Undergraduate Opportunities
Figure A-31: 4-year Public Institutions
Figure A-32: 4-year Private Institutions
Figure A-33: Public Research Institutions
Figure A-34: Private Research Institutions
Figure A-35: 2-year Colleges
Figure A-36: Hispanic-Serving Institutions
Figure A-37: Teaching Methods Used by Faculty
Figure A-38: Teaching Methods Used
Figure A-39: Inquiry-based Labs
Figure A-40: Frequent Use of Discussions
Figure A-41: Collaborative Learning in Class
Figure A-42: Use Real Data & Research
Figure A-43: Blended Learning
Figure A-44: Explore Before Learning
Figure A-45: Reflection and Refinement
Figure A-46: Collaborative Team Projects
Figure A-47: Flipped Classroom
Figure A-48: MOOCs
Figure A-49: Technology Used in Field Teaching
Figure A-50: Technologies Used in Teaching
Figure A-51: Likelihood of Using Research-Validated Teaching Strategies
Figure A-52: Faculty Using Reformed Pedagogy
Figure A-53: Lack of Time and Support
Figure A-54: Financial Resources
Figure A-55: Performance and T&P Reviews
Figure A-56: Need Validated Techniques
Figure A-57: Student Evaluations
Figure A-58: Instructional Infrastructure
Figure A-59: Teaching Development Opportunities
Figure A-60: Is Earth Science Taught in Local K-12 Schools?
Figure A-61: Ways Department Helps K-12 Teacher Training
Figure A-62: Programs for 2-year to 4-year College Transition
Figure A-63: Systematic Efforts to Broadening Participation
Figure A-64: Organization Tracks Diversity in your Population
Earth Educators Rendezvouz 2021 Materials
Videos
Figure 8-2: Methods Use to Ease 2YC-4YC Transition
Figure 8-2: Methods Use to Ease 2YC-4YC Transition
Updated on 25 Feb 2021
Figure 8-1: Engagement Methods to Broaden Participation
Figure 9-1: Departmental Supports for K-12 Educators