InTeGrate's model for developing innovative, adaptable, interdisciplinary curricular materials that reach beyond the geosciences
Abstract
InTeGrate is NSF's STEP Center in the geosciences. A major goal of the project is to develop curricula that will increase the geoscience literacy of all students such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. This population includes the large majority of students that do not major in the geosciences, those historically under-represented in the geosciences, and future K-12 teachers. To achieve this goal, we established a model for the development of curricular materials that draws on the distributed expertise of the undergraduate teaching community. Our model seeks proposals from across the higher education community for courses and modules that meet InTeGrate's overarching goals. From these proposals, we select teams of 3-5 instructors from three or more different institutions (and institution types) and pair them with assessment and web experts. Their communication and development process is supported by a robust, web-based content management system (CMS). Over two years, this team develops materials that explicitly address a geoscience-related societal challenge, build interdisciplinary problem-solving skills, make use of real geoscience data, and incorporate geoscientific and systems thinking. Materials are reviewed with the InTeGrate design rubric and then tested by the authors in their own courses, where student learning is assessed. Results are reviewed by the authors and our assessment team to guide revisions. Several student audiences are targeted: students in general education and introductory geoscience courses, pre-service K-12 teachers, students in other science and engineering majors, as well as those in the humanities and social sciences. Curriculum development team members from beyond the geosciences are critical to producing materials that can be adopted for all of these audiences, and we have been successful in engaging faculty from biology, economics, engineering, sociology, Spanish, and other disciplines. In its first year, InTeGrate engaged 20 individuals from 17 different institutions on materials development teams. During interviews and responses to open-ended survey questions, first-year team members provided feedback about the challenges and successes of the model. Several described that the materials design rubric was a useful tool in guiding their work and pushed them in directions they may not have otherwise gone. Most responded that working as part of a team with members from different institutions created numerous challenges, but was ultimately beneficial in sharing ideas and resulted in a better product. Other key components to model success are the development of resources by the web experts to support use of the CMS and frequent feedback from the assessment team. All feedback was used to refine the model for the second year, during which 56 additional authors have begun to develop materials. By engaging this broad and diverse community in innovative curriculum development, we anticipate widespread adoption of InTeGrate materials.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2013
- Bibcode:
- 2013AGUFMED23E..08E
- Keywords:
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- 0820 EDUCATION Curriculum and laboratory design;
- 0840 EDUCATION Evaluation and assessment;
- 0855 EDUCATION Diversity;
- 0810 EDUCATION Post-secondary education