Element 1: Improving Data and Information Literacy in the Geosciences Using GPS Geodesy

[00:85432]由于互联网上信息的迅速传播，世界在技术上日益复杂，可用于任何学科分析的数据量每天都呈指数级增长。因此，对于将成为“知识工作者”的本科生来说，关键技能是：1)区分与解决手头问题相关的数据和不限制要求的数据；2)识别具有统计意义的数据趋势；3)从各种来源检索适当的数据；4)使用数据解决复杂问题，并对技术问题做出明智的判断。不幸的是，精度、准确性、方差、周期性和误差分析的概念往往被留给入门统计学领域，而在地球科学本科阶段没有得到重视。因此，本科地球科学家经常不知道数据的局限性和来源，而数据是解释的基础，对培养一个准备充分的科学专业人员至关重要。这些pi将使用全球定位系统（GPS）大地测量学来提高大学生的数据和信息素养。目标是：解决数据和信息素养问题；提高沟通技巧；增强批判性思维；建立团队精神。其目的不是取代传统的统计学入门课程，而是说明与地球科学相关的重要统计概念和技术，以鼓励本科生参加统计学课程。GPS大地测量学是阐释数据素养概念的理想工具。数据的精度和准确性取决于几个因素，包括设备类型、环境条件、职业长度、纪念碑设计、站点位置、大地测量网的配置和处理策略。所有这些都可以变化，允许学生学习成本、时间和质量之间的权衡，并为特定问题确定最有效的方法。此外，精确度、准确性和错误控制着可以做出的解释和区分竞争模型的潜力。重点是创建一个基于结果的WWW模块，该模块在实际应用中使用GPS大地测量学，并且还需要将GPS数据集成到口头演示和书面报告中，这些报告包含通过WWW和传统途径（如图书馆）找到的资源。该模块既可供其他教育工作者在自己的课程中使用，也可供本科生独立学习基本概念。pi将通过教授一门课程并随后将所有材料（包括学生演示视频、团队讨论和设备演示）传输到WWW来开发该模块。在这门课程中，学生们将以小组的形式进行“案例”研究，提出假设以供测试。研究表明，在合作环境下的团队工作比在竞争环境中为相对收益而奋斗更能促进成就的增长。课程的结构将强调在协作团队的背景下的独立和自力更生。四个案例中的三个来自正在进行的研究项目，并利用了在线连续GPS （CGPS）数据以及存档的战役数据。案例研究是：1)波多黎各-维尔京群岛区块是刚性的吗？2)蒙特塞拉特的通货膨胀/通货紧缩周期是否与更快的穹顶增长相关？3)新马德里地震带是否发生滑动？4)尼加拉瓜的地表变形场是什么？前两项研究是成熟的研究项目，其中许多数据已经可以在网上（CPGS）或我们的档案中获得。第三个案例研究是为了给学生一个争议的例子，两组科学家基于相同的数据集得出了相反的结论，并迫使学生在WWW和期刊上搜索数据。第四个案例是一个刚刚起步的研究项目。最后，还包括一个试点项目，包括到尼加拉瓜的一座火山实地考察。这次旅行有两个目的：1)测试学生是否能将课程中学到的知识应用到“现实生活”中，从而评估课程的效果；2)提供学生在“真实”情境下的视频供网站使用。

0085432JansmaIn an increasingly technologically complex world tied together by rapid dissemination of information on the Internet, the amount of data available for analysis in any discipline grows exponentially each day. Critical skills for undergraduate students who will become "knowledge workers," therefore, are the ability 1) to distinguish between data that are relevant to solving the problem at hand and data that do not constrain what is asked, 2) to identify data trends that are statistically significant, 3) to retrieve appropriate data from a variety of sources, and 4) to use the data to solve complex problems and make informed judgments about technical issues. Unfortunately, concepts of precision, accuracy, variance, periodicity, and error analysis often are left to the domain of introductory statistics and underemphasized in the geosciences at the undergraduate level. Undergraduate geoscientists, therefore, frequently are unaware of the limitations and sources of data, which are the foundation for interpretation and essential to the development of a well-prepared scientific professional. The PIs will use Global Positioning System (GPS) geodesy to improve data and information literacy among undergraduate students. The objectives are: to address data and information literacy; to promote communication skills; to enhance critical thinking; and to build teamwork. The intent is not to replace a traditional introductory statistics course, but to illustrate important statistical concepts and techniques relevant to the geosciences that will encourage undergraduates to enroll in statistics courses. GPS geodesy is ideal for illustrating data literacy concepts. Data precision and accuracy depend upon several factors, including type of equipment, environmental conditions, length of occupations, monument design, site location, configuration of the geodetic network, and processing strategies. All of these can be varied, allowing the students to learn the trade-offs among cost, time, and quality and to determine the most efficient methodology for specific problems. In addition, precision, accuracy, and errors govern the interpretations that can be made and the potential to distinguish among competing models. The focus is to create an outcomes-based WWW-module that uses GPS geodesy in real-world applications and also requires integration of GPS data into oral presentations and written reports that incorporate resources found both through the WWW and traditional avenues, such as the library. The module is for use both by other educators in their own curricula and for undergraduate students to learn basic concepts independently. The PIs will develop the module by teaching a course and subsequently transferring all materials to the WWW, including video of student presentations, team discussions, and equipment demonstrations. In the course, students will work in teams on "cases" that pose hypotheses for testing. Research suggests that working in groups in a cooperative setting produces greater growth in achievement than straining for relative gains in a competitive environment. The structure of the course will emphasize independence and self-reliance within the context of the collaborative team. Three of the four cases are derived from on-going research projects and take advantage of on-line continuous GPS (CGPS) data as well as archived campaign data. The case studies are: 1) Is the Puerto Rico-Virgin Islands Block rigid?; 2) Do inflation/deflation cycles in Montserrat correlate with faster dome growth?; 3) Does slip occur in the New Madrid Seismic Zone?; and 4) What is the surface deformation field in Nicaragua? The first two studies are mature research projects for which much data already are available either on-line (CPGS) or in our archives. The third case study is included to give students an example of a controversy where two groups of scientists have come to opposite conclusions based on the same dataset and to force students to search the WWW and journals for the data. The fourth case is a research project in its infancy. Finally, a pilot project involving a field trip to a volcano in Nicaragua is included. The trip serves two purposes: 1) testing if students can take what was learned in the course and apply it to a "real-life" situation, thereby assessing the efficacy of the course; and 2) providing video of students in the "real-life" situation for use on the website.