Digital Library for Earth System Education (DLESE)
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The Digital Library for Earth System Education (DLESE) is a grassroots, community-based effort involving teachers, students, and scientists working together to create a library of educational resources and services to support Earth system science education. DLESE supports Earth system science education by providing access to high-quality collections of educational resources; access to Earth data sets and imagery; support services to help educators and learners effectively create, use, and share educational resources; and communication networks to facilitate interactions and collaborations across all dimensions of Earth system education.
Mostrando recursos 61 - 80 de 86
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References for Just-in-Time Teaching - Cathy Manduca
This site from SERC features a collection of books, websites, journal articles, and presentations about Just-in-Time Teaching (JiTT). Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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An Extension of Just-in-Time Teaching: The Puzzle - Cathy Manduca
This site from SERC describes how the Just-in-Time Teaching (JiTT) technique can also be used to end a subject and review material. This type of exercise is typically called a "puzzle." Puzzles are more complex questions that require more accurate responses and are typically evaluated more rigorously. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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Assessment of Just-in-Time Teaching Responses - Cathy Manduca
This site from SERC describes creative methods that instructors can employ to entice students into answering Just-in-Time Teaching (JiTT) questions. Responses can be evaluated for accuracy or for completion. A JiTT assessment rubric example is outlined. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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Just-in-Time Teaching (JiTT) WarmUp Activity: Ethics of Fossil Collecting - Cathy Manduca; Laura Guertin
This site from SERC features Just-in-Time Teaching (JiTT) warm up questions about the ethics of fossil collecting. The site presents questions that examine fossil resource abuse, the issue of fossil hunting on federal land, and collaboration between commercial dealers and scientists. Related resources are provided. Educational levels: High school, Undergraduate lower division
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JiTT (Just-in-Time Teaching) Example Implementation - Laura Guertin; Cathy Manduca
This site from SERC details the way that Laura Guertin at Penn State Delaware County schedules her Just-in-Time Teaching (JiTT) assignments, what she calls "GeoBytes." She uses JiTT in her introductory-level geoscience courses that consist of a lecture-only format. Educational levels: Undergraduate lower division, Undergraduate upper division
66.
ConcepTests - Cathy Manduca
This site from SERC describes ConcepTests, which are conceptual multiple-choice questions that were originally designed by Eric Mazur at Harvard University for students in large physics classes. ConcepTests are generally short, and as they are multiple-choice, they are useful for immediate quantitative assessment of student understanding. It may be useful to the instructor to know how many correct responses there are to a question both before and after peer instruction to better gauge student understanding. There are also links to ConcepTest examples and other resources. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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How to Use Just-in-Time Teaching - Cathy Manduca
This site from SERC explains how to implement the Just-in-Time Teaching method. The instructor must choose a course, determine the objective and format of JiTT questions, and carefully construct these questions. Next the instructor must design a web-based JiTT submission platform, let students know that their responses count, give one set of questions a week throughout the course, review students' responses, and prepare for an active-learning session. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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Why use Just-in-Time Teaching - Cathy Manduca
This site from SERC explains the benefits of 'Just-in-Time' teaching. JiTT increases the amount of interaction between faculty and students and has benefits for everyone involved. Students are better prepared for class, improve writing and problem solving skills, and gain a sense of ownership over their learning. Instructors get feedback faster, can eradicate any misconceptions early on, and can assess students' prior knowledge of a topic. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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Just-in-Time Teaching (JiTT) WarmUp Activity: Marine Archaeology and Technology - Laura Guertin; Cathy Manduca
This site from SERC details Just-in-Time Teaching (JiTT) warm up questions about marine archaeology and technology. The questions examine how technology has helped and hurt marine archaeology, costs of using technology in marine archaeology, and various aspects of Bob Ballard's 1999 Ashkelon expedition. Assessment tips and related resources are provided. Educational levels: High school, Undergraduate lower division
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Just-in-Time Teaching (JiTT) WarmUp Activity: The Big 5 Mass Extinctions and Then Some... - Laura Guertin; Cathy Manduca
This site from SERC details Just-in-Time Teaching (JiTT) warm up questions. The questions focus on mass extinctions by examining the leading ideas for the cause of the Permian mass extinction along with evidence for and against each idea. Follow up questions are asked about the reasons that tropical rain forest species are becoming extinct so quickly, as well as the differences between deterministic and stochastic models for population growth. Related resources are provided. Educational levels: High school, Undergraduate lower division
71.
What is Just-in-Time Teaching - Cathy Manduca
This site from SERC explains Just-in-Time Teaching (JiTT). The basic Just-in-Time Teaching (JiTT) format is to have students complete web-based assignments outside of class to engage them in the course material. The students submit their responses online a few hours before class begins. This allows the instructor time to review the student submissions, see if any misconceptions need to be clarified, and prepare for an active learning environment based on the student responses 'just in time' for lecture. Examples are provided. Educational levels: Graduate or professional, Undergraduate lower division, Undergraduate upper division
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Just-in-Time Teaching (JiTT) WarmUp Activity: Cambrian Explosion - Laura Guertin; Cathy Manduca
This site from SERC's Just-in-Time Teaching (JiTT) module presents JiTT warm up questions about the Cambrian Explosion. The questions examine dating techniques, information used to date the first branch of life, evidence against the Cambrian Explosion, and what is responsible for the huge expansion in size, complexity and body architecture of animals during this age. Educational levels: High school, Undergraduate lower division
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Just-in-Time Teaching (JiTT) WarmUp Activity: The La Brea Tar Pits - Laura Guertin; Cathy Manduca
This site from SERC's Just-in-Time Teaching (JiTT) module presents JiTT warm up questions about the La Brea Tar Pits. The questions introduce the examination of tar formation, animals uncovered in tar pits and possible reasons for their extinction, and features in addition to bones that scientists observe in tar pits. Educational levels: High school, Undergraduate lower division
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Just-in-Time Teaching (JiTT) WarmUp Activity: Geologic Dating - Laura Guertin; Cathy Manduca
This site features Just-in-Time Teaching (JiTT) warm up questions in geologic dating. The questions examine zircon formation and relative and absolute dating. The site also includes links to more information on Just-in-Time Teaching (JiTT), and to a page devoted to assessment for information and ideas on how to evaluate student responses when using this method. Educational levels: High school, Undergraduate lower division
75.
Biodiversity Count - Suzanne Savanick; Cathy Manduca
This exercise opens up discussion on global biodiversity loss. Students count the number of species they can find in a five-minute block of time in both an urban green space and natural, unmanaged forest area. They will begin to recognize low and high biodiversity areas and understand what affects biodiversity loss. This exercise can be completed in one normal two-hour lab session. This SERC Starting Point site includes learning goals, context for use, teaching tips, assessment, and references. Educational levels: Undergraduate upper division, Graduate or professional
76.
Design and Construction of an Eco-House - Cathy Manduca
This interdisciplinary course is a real-world collaborative multi-year project that connects various departments, courses, and independent study projects on a college campus. Using the client/consultant model, students from several departments and a wide range of environmental backgrounds come together to explore the design of an efficient future student house on campus. Over a couple of years, students research and test building designs, energy for heating and power, natural flows of available energy, natural ecosystem processes including living machines, and possible materials to use in the eventual construction of the eco-house. This SERC Starting Point site includes learning goals, context for...
77.
Campus Greenhouse Gas Emissions Inventory - Cathy Manduca; Juian Daurtremont-Smith
In this semester-long project, students analyze campus links to greenhouse gas emissions to try and understand local links to the global issue of greenhouse gas emissions. They can work independently or in groups to inventory greenhouse gas emissions on their campus. The data could be used to make a plan for a climate neutral campus through alternatives to or more efficient use of electricity consumption, fossil fuel combustion for heating and cooling, commuter transportation, and air travel. This SERC Starting Point site includes learning goals, context for use, teaching tips and materials, assessment, and references. Information on other campuses striving...
78.
Campus Nitrogen Budget - Suzanne Savanick; Cathy Manduca
This semester-long project uses the nitrogen budget to link campus operations with local ecology. Students can work independently or in groups to research the inputs, outputs and subsystem transfers of nitrogen on their campus. The data could be used to evaluate the effect of campus sustainability efforts, energy efficiency options, and other campus policies. This SERC Starting Point site includes learning goals, context for use, teaching tips and materials, assessment, and references. Educational levels: Undergraduate upper division, Graduate or professional
79.
Environmental Assessment Course - Suzanne Savanick; Cathy Manduca
This semester-long project on conducting an environmental audit of a college campus can be done by an individual or by groups of students working in teams. Each group will research a different aspect of campus operations; they will collect data, analyze their findings, and make recommendations for improvements. This SERC Starting Point site includes learning goals, context for use, teaching tips and materials, assessment, and references. Educational levels: Undergraduate upper division, Graduate or professional
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Planning Student Presentations - Suzanne Savanick; Cathy Manduca; Laura Goering
This site gives tips on preparing students to give good oral presentations. Tips include emphasizing the amount of preparation time needed, engaging students in learning from their peers, brainstorming lists of bad and good presentation qualities, and conducting peer evaluation. A downloadable example of a student presentation peer evaluation form is included. Educational levels: Undergraduate upper division, Graduate or professional
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