Admission is free.
This event is open to grad students, postdocs, and faculty.
How well do introductory geoscience courses prepare future teachers—and why should we care?
Anne E. Egger, Associate Professor, Central Washington University
Introductory geoscience courses accomplish numerous goals: they serve as recruiting grounds for majors, fulfill general education requirements for students—and, they may be the only course in geoscience that future K-12 teachers, policy makers, and other professionals ever take. Teachers can play a particularly powerful role in the future of geosciences by sparking students’ curiosity about Earth, if they are adequately prepared. We are currently undergoing a transition in the United States to the Next Generation Science Standards, which embody a new way of teaching and learning science that weaves together the strands of disciplinary core ideas, science and engineering practices, and cross-cutting concepts into a three-dimensional framework. How well do our introductory courses prepare students who become teachers to engage their students in three-dimensional learning? And how do we know who the future teachers are, anyway, especially if we don’t have an education major?
In this talk, I’ll present results from the National Geoscience Teaching Practices survey, which has been administered four times (2004, 2009, 2012, and 2016), along with statistics about the teacher workforce and course enrollments to address these questions. In addition, I’ll present newly developed curricular resources that fill some of the gaps we see in teaching practices.
Contact: Audrey Yau
See related workshop titled: "Earth in Context: Strategies and resources for integrating Earth literacy and societal issues across the curriculum"