Collaborative Research: Implementing 21st century geodesy learning through faculty development and expanded applications of data to societal issues

在过去的二十年里，大地测量学的技术进步--研究地球的大小、形状、质量及其随时间的变化--彻底改变了我们对地球过程的理解，并产生了与水资源、冰盖和冰川融化、地震和山体滑坡等自然灾害以及环境变化有关的重大社会影响的发现。三个合作机构，UNAVCO，Inc.、圣安东尼奥山学院和印第安纳大学，以及其他组织，包括Carleton学院的科学教育资源中心(SERC)、全国地球科学教师协会(NAGT)、美国地球物理联盟(AGU)和大学水文科学促进联合会(CUAHS)将进一步开发和传播将大地测量数据和方法应用于关键社会问题的本科生学习材料，同时让教师参与重大的专业发展。之前的一个奖项，社会问题大地测量工具(GETSI)“探索”阶段1(1245025)，在大地测量主题的子集上制作了五个教学模块，但还需要更多的模块、传播和广泛的师资培养，才能将大地测量数据和应用程序完全整合到本科课程中，包括土木工程、生态学和林业。该提案中的GETSI第二阶段计划将支持四个部分：1)开发三个新的教学模块和三个模块，使其适用于不同的课程水平；2)20个或更多关于模块实施的面授和虚拟短期课程(450名教员参加)；3)研究教师调整/采用课程的过程；以及4)研究建立服务于地球科学和相关科学/工程专业学生的模块的挑战和好处。GETSI项目的目标是：1)为普通科学素养(入门课程)和未来的科学劳动力(专业水平)改善本科生的地球科学(特别是大地测量)知识基础；2)提高教授大地测量学、地球科学和相关科学/工程领域的教员所使用的教学资源和教学方法的有效性。

Over the last two decades, technical advances in geodesy - the study of the size, shape, and mass of the Earth and their changes with time - have revolutionized our understanding of Earth processes and produced discoveries of major societal impact related to water resources, ice sheet and glacial melting, natural hazards such as earthquakes and landslides, and environmental change. Three collaborating institutions, UNAVCO, Inc., Mount San Antonio College, and Indiana University and other organizations including, Science Education Resource Center (SERC) at Carleton College, the National Association of Geoscience Teachers (NAGT), the American Geophysical Union (AGU) and the Consortium of Universities for the Advancement of Hydrologic Science (CUAHS) will further develop and disseminate undergraduate learning materials that apply geodesy data and methods to critical societal issues, concurrently engaging faculty in significant professional development. A previous award, the GEodesy Tools for Societal Issues (GETSI)"exploratory" Phase 1 (1245025), produced five teaching modules on a subset of geodesy topics, but additional modules, dissemination, and widespread faculty development are needed to fully integrate geodetic data and applications into undergraduate programs, including civil engineering, ecology and forestry. The GETSI Phase 2 plan in this proposal will support four components: 1) development of three new teaching modules and three modules adapted from existing modules to work at different curricular levels; 2) twenty or more in-person and virtual short courses on module implementation (450 faculty served); 3) research on the process of adaption/adoption of curricula by instructors; and 4) research on the challenges and benefits of building modules that serve both geoscience and allied science/engineering students. GETSI project goals are to: 1) improve geoscience (particularly geodetic) knowledge base of undergraduate students both for general science literacy (introductory courses) and future science workforce (majors-level) and 2) improve effectiveness of teaching resources and pedagogy employed by faculty members teaching geodesy, geoscience, and allied science/engineering fields.