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

在过去的二十年中，大地测量学的技术进步-研究地球的大小，形状和质量及其随时间的变化-已经彻底改变了我们对地球过程的理解，并发现了与水资源，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。三个合作机构，即联合国志愿人员组织，圣安东尼奥山学院、印第安纳州大学和其他组织，包括卡尔顿学院科学教育资源中心、全国地球科学教师协会、美国地球物理联合会和促进水文科学大学联盟，将进一步编制和传播将大地测量数据和方法应用于重大社会问题的本科生学习材料，同时从事教师在重大的专业发展。以前的奖项，大地测量工具的社会问题（GETSI）“探索”第一阶段（1245025），产生了五个教学模块的大地测量主题的子集，但额外的模块，传播和广泛的教师发展需要充分整合大地测量数据和应用到本科课程，包括土木工程，生态学和林业。本提案中的GETSI第二阶段计划将支持四个组成部分：1）开发三个新的教学模块和三个根据现有模块改编的模块，以适用于不同的课程水平; 2）20个或更多关于模块实施的面对面和虚拟短期课程（450名教师）; 3）研究教师对课程的改编/采用过程;以及4）研究构建为地球科学和相关科学/工程学生服务的模块的挑战和益处。GETSI项目的目标是：1）提高本科生的地球科学（特别是大地测量）知识基础，以提高一般科学素养（入门课程）和未来的科学劳动力（专业水平）; 2）提高教授大地测量学、地球科学和相关科学/工程领域的教师所使用的教学资源和教学法的有效性。

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.