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

0085432 Jansma在一个技术上日益复杂的世界中，信息在互联网上的快速传播将其联系在一起，任何学科中可用于分析的数据量每天都呈指数级增长。 因此，将成为“知识工作者”的本科生的关键技能是：1）区分与解决手头问题相关的数据和不限制所问问题的数据的能力，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，以及4）使用数据来解决复杂问题并对技术问题做出明智的判断。 不幸的是，精确度，准确度，方差，周期性和误差分析的概念往往被留在介绍统计学的领域，并在本科阶段的地球科学中受到重视。 因此，本科地质科学家往往不知道数据的局限性和来源，这是解释的基础，对发展一个准备充分的科学专业人员至关重要。 PI将使用全球定位系统（GPS）大地测量来提高本科生的数据和信息素养。 目标是：解决数据和信息扫盲问题;促进沟通技能;加强批判性思维;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，这将鼓励本科生报名参加统计学课程。 全球定位系统大地测量是说明数据素养概念的理想工具。 数据的精确度和准确性取决于若干因素，包括设备类型、环境条件、占用时间、纪念碑设计、地点位置、大地测量网络的配置和处理策略。 所有这些都可以是不同的，让学生学习成本，时间和质量之间的权衡，并确定最有效的方法来解决具体问题。 此外，精确度、准确度和误差决定了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，在现实世界的应用中使用GPS大地测量，还需要将GPS数据集成到口头报告和书面报告中，这些报告将通过WWW和传统途径（如图书馆）找到的资源结合起来。 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将通过教授课程并随后将所有材料传输到WWW来开发该模块，包括学生演示，团队讨论和设备演示的视频。 在课程中，学生将在团队中对“案例”提出假设进行测试。 研究表明，在合作环境中的小组工作比在竞争环境中努力获得相对收益更能提高成就。 该课程的结构将强调在协作团队的背景下独立和自力更生。 四个案例中有三个来自正在进行的研究项目，并利用在线连续GPS（CGPS）数据以及存档的活动数据。 案例研究是：1）波多黎各-维尔京群岛板块是刚性的吗？2)蒙特塞拉特的通货膨胀/通货紧缩周期是否与更快的圆顶增长有关？3)新马德里地震带是否发生滑动？尼加拉瓜的地表形变场是什么？ 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）或在我们的档案。 第三个案例研究是为了给学生一个争议的例子，两组科学家根据同一数据集得出相反的结论，并迫使学生搜索万维网和期刊的数据。 第四个案例是一个处于起步阶段的研究项目。 最后，还包括一个试点项目，涉及到尼加拉瓜火山的实地考察。 此行有两个目的：1）测试学生能否将课程所学应用于“现实生活”中，从而评估课程的效果;以及2）提供学生在“现实生活”中的录像，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.