RAPID: Teaching field geology without classes in the field - providing a robust capstone experience through digital resources

RAPID：无需现场课程即可教授野外地质学 - 通过数字资源提供强大的顶点体验

• 批准号: 2029920
• 负责人: Laura Rademacher
• 金额: $ 8.99万
• 依托单位: University of the Pacific
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029920&HistoricalAwards=false
• 关键词: RAPID; Teaching; field; geology; without

Geoscience educators are facing a number of unexpected challenges as campuses transition to distance learning in response to the COVID-19 pandemic. Principal among these is the realization that opportunities for experiential learning during spring and summer 2020 – including traditional, field-based geologic courses and camps used as capstone experiences for undergraduate majors – must rapidly make an unprecedented shift to distance learning or be cancelled altogether. The need is urgent: these experiences are critical opportunities for students to apply what they have learned throughout their undergraduate career. With most field-based capstones scheduled to begin in early May, 2020, there is not enough time for instructors to gain the expertise needed to develop and implement suitable virtual alternatives. A much more effective approach for addressing this crisis is coordinating a collective action to share expertise and activities. This project is helping our community develop and organize this collective momentum through an integrated series of professional, curricular, and digital infrastructure development initiatives. The project team is: (1) building avenues for sharing expertise within the community to enhance capacity for designing and implementing virtual field experiences; (2) collectively outlining the desired learning outcomes and skills that are developed during capstone field experiences; (3) constructing and populating a new online collection of activities, resources, and materials designed to meet those learning outcomes; and (4) reviewing and disseminating the products of this community-wide effort as a foundation for an educationally robust, virtual field camp. Resources being developed through this project will be freely available to the geoscience community. Activities are being tied to the community-derived learning outcomes and integrate cutting-edge technologies to accelerate geoscience students’ exposure to digital learning tools, resources, and strategies that are rising in the profession (e.g., GoogleEarth, StraboSpot, ArcGIS PRO, etc.). The outcomes of this project will also help address the long-standing challenge of building field experiences that promote inclusivity, accessibility, and equity for those who are commonly marginalized by traditional field learning methods and experiences. Indeed, this effort will foster the creation and expansion of curricular tools and opportunities that can help geoscience students overcome barriers to participation (e.g., physical disabilities, financial concerns, cultural stigmas, or family obligations), help to reduce the novelty space associated with traditional, field-based experiences, and ultimately allow students to build relevant skills and confidence before going to the field.The proposed approach to facilitating a rapid transition to virtual alternatives for traditional field camp in response to the COVID-19 pandemic is to support groups of faculty in developing high-quality, peer-reviewed virtual/online activities that can be easily discovered in an online clearinghouse and integrated into an alternative capstone experience by any instructor. The first step in this process is to develop a community of expertise through a series of webinars involving field instructors. With help from the National Association of Geoscience Teachers, these webinars explore the challenges associated with the growing number of cancelled summer field courses, confirmed the urgency of the situation, and gauged interest in collaboratively developing new modules for virtual field instruction. The project team is coordinating with the National Association of Geoscience Teachers to establish web-based work spaces for nine working groups: (1) Learning objectives & assessment for field experiences; (2) Virtual class-related field trips; (3) Developing a community-based, virtual field camp; (4) Virtual hydrogeology/environmental field experiences; (5) Virtual geophysical field experiences; (6) Marine geology/sedimentology field experiences; (7) Working with virtual world technologies; (8) Digital tools for enhancing virtual field experiences; and (9) Non-field camp capstone experiences. The project team is hosting a one-day workshop based on the successful On the Cutting Edge (a cooperative professional development program run by the National Association of Geoscience Teachers and the Science Education Resource Center) Building Strong Geoscience Departments Program to distill a new set of community-derived list of learning outcomes using a backward design approach. These new learning outcomes satisfy both virtual and field-based capstone experiences and provide a basis for arguing the equivalency of these programs to graduate school programs, professional licensure boards, and potential employers, that students affected by pandemic-related program changes will encounter in the future. With these new learning outcomes in hand, working groups quickly develop new high-quality curricular materials for virtual capstone experiences to meet the needs of distance learning pedagogies put in place in response to the COVID-19 pandemic. The new learning outcomes will then guide working groups in the compilation, development, and review of a new collection of online activities. The project team and working group leaders can engage a broad range of instructors through these working groups, match instructors with efforts to develop activities within their expertise, and collect feedback from potential users of the material. New activities will include the learning outcomes and skills they address and be uploaded to a searchable collection on the Teach the Earth website, the National Association of Geoscience Teachers' portal to Earth education resources that is hosted by the Science Education Resource Center. This website has well-established protocols for activity submission and the infrastructure needed to build searchable collections. Two levels of peer review using established rubrics will assess scientific accuracy; alignment of goals, activity, and assessment; pedagogical effectiveness; robustness (usability and dependability of all lesson components); and completeness of the web page for the activity to ensure successful implementation. Each activity will be connected to an overview page that introduces the learning objectives, associated pedagogical tips and strategies, and other resources as needed. These pages will help instructors to quickly select sets of activities that satisfy the learning outcomes of their particular capstone programs.Funds to support this project are provided by the EAR Tectonics Program and the Division of Earth Sciences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

地球科学教育者面临着许多意外的挑战，因为校园对19009年大流行的校园过渡到远程学习。其中的主要内容是认识到，在2020年春季和夏季，经验丰富的学习机会 - 包括传统的基于现场的地质课程和被用作本科大满贯赛的顶峰经验的营地 - 必须迅速使前所未有的转变向远程学习或完全取消。很紧迫：这些经历是学生运用他们在本科职业中学到的知识的关键机会。随着大多数基于现场的卡泊石安排在2020年5月初开始，教师没有足够的时间获得开发和实施合适的虚拟替代方案所需的专业知识。解决这一危机的一种更有效的方法是协调一项集体行动，以共享专业知识和活动。该项目正在通过一系列集成的专业，现代和数字基础设施开发计划来帮助我们的社区发展和组织这一集体势头。项目团队是：（1）建立在社区中共享专业知识的途径，以增强设计和实施虚拟现场体验的能力； （2）共同概述了在顶石现场体验期间开发的所需学习成果和技能； （3）构建和填充新的在线活动，资源和材料，旨在满足这些学习成果； （4）审查和传播这项社区范围的努力的产品，以此作为在教育强大的虚拟野营训练营的基础上。通过该项目开发的资源将为地球科学社区免费提供。活动与社区衍生的学习成果和综合的尖端技术相关，以加速地球科学学生对该行业中崛起的数字学习工具，资源和策略的接触（例如，Google Earth，Strabospot，Arcgis Pro等）。该项目的结果还将有助于应对建立现场体验的长期挑战，这些挑战促进了通常通过传统的田野学习方法和经验而被边缘化的人促进包容性，可及性和公平性。确实，这项努力将促进课程工具和机会的创建和扩展，这些工具和机会可以帮助地球科学的学生克服参与的障碍（例如，身体疾病，财务问题，财务问题，文化污名或家庭义务），有助于减少与传统的，基于现场的经验相关的新颖性空间，并最终允许与实地进行临时跨性别的跨性别态度。 COVID-19大流行是为了支持教职员工开发高质量的，经过同行评审的虚拟/在线活动，这些活动可以在在线交换所中很容易发现，并被任何讲师集成到替代的Capstone体验中。此过程的第一步是通过一系列涉及的现场讲师来开发专业知识社区。在全国地球科学教师协会的帮助下，这些网络研讨会探讨了与越来越多的夏季野外课程相关的挑战，证实了这种情况的紧迫性，并衡量了对合作开发虚拟现场说明的新模块的兴趣。项目团队正在与全国地球科学教师协会协调，以建立九个工作组的基于网络的工作空间：（1）学习对象和现场经验评估； （2）与虚拟类相关的现场旅行； （3）开发一个基于社区的虚拟野营训练营； （4）虚拟氢病学/环境领域经验； （5）虚拟地球物理领域经验； （6）海洋地质/沉积学领域经验； （7）使用虚拟世界技术； （8）用于增强虚拟现场体验的数字工具； （9）非场campstone体验。该项目团队将基于在最前沿的成功（以教练为导向的专业人士）举办为期一天的研讨会。由国家地球科学教师协会和科学教育资源中心）建立强大的地球科学部门计划的开发计划，以使用落后设计方法来提炼一组新的社区衍生的学习成果列表。这些新的学习成果满足了虚拟和基于现场的顶峰经验，并为这些计划的等效性在研究生院计划，专业许可板和潜在的员工中提供了基础，以使与大流行有关的计划变更影响的学生将来会遇到。借助这些新的学习成果，工作组迅速开发出新的高质量课程材料，用于虚拟盖石体验，以满足远距离学习教学的需求，以应对COVID-19的大流行。然后，新的学习成果将指导工作组进行新的在线活动集合，开发和审查。项目团队和工作组领导者可以通过这些工作组吸引大量的讲师，将讲师与他们的专业知识中的活动进行努力，并收集材料潜在用户的反馈。新的活动将包括他们解决的学习成果和技能，并将其上传到Teach Thech Earth网站，国家地球科学教师协会的地球教育资源的门户网站上的可搜索集合，该网站由科学教育资源中心主持。该网站拥有良好的活动提交协议，以及建立可搜索收藏所需的基础架构。使用已建立的标题的两个级别的同行审查将评估科学的准确性；目标，活动和评估的一致性；教学效率；鲁棒性（所有课程组成部分的可用性和可靠性）；和活动的网页完整性，以确保成功实施。每个活动将连接到概述页面，该页面介绍了学习目标，相关的教学技巧和策略以及其他资源。这些页面将帮助讲师快速选择满足其特定顶峰计划的学习成果的一组活动。支持该项目的资金由Ear Tectonics计划和地球科学部提供。该奖项反映了NSF的法定任务，并通过评估该基金会的知识分子优点和广泛的影响来评估NSF的法定任务，并被认为值得进行支持。