ESSEA Homepage Working in collaborative groups, teachers earn graduate or continuing education PUMAS examples may be activities, anecdotes, descriptions of neat ideas, http://www.strategies.org/essea.html
Extractions: The Earth System Science Education Alliance (ESSEA) supports educational institutions across the country in offering a series of online ESS courses for teachers. Working in collaborative groups, teachers earn graduate or continuing education credit while solving problems, building models, and designing classroom activities. Each course is led by a master teacher and science mentor. The courses were developed for NASA within the Center for Educational Technologies (CET) at Wheeling Jesuit University; ESSEA is managed by the Institute for Global Environmental Strategies, through funding from NASA's Science Mission Directorate-Earth Science.
GEOS 120 Course Proposal These courses must include requirements and learning activities that promotestudents abilities to 8/30/00, Introduction to geology, Ch. 1 http://www.winona.edu/ifo/courseproposals/GeoScience/ay2000-01/Geoscience 120.ht
Extractions: Approved by Faculty Senate University Studies Course Approval Department or Program: Geoscience Course Number: Course Title: Dynamic Earth Catalog Description: An introduction to geologic principles and the processes shaping planet Earth. Composition and distribution of earth materials; examination of internal processes and their relationship to the distribution of continents over time; surficial processes and environmental problems. Lecture and laboratory. Offered each semester. This is an existing course that has previously been approved by A2C2 OR This is a new course proposal (If this is a new course proposal, the WSU Curriculum Approval Form must also be completed as in the process prescribed by WSU Regulation 3-4.) Department Contact Person for this course: Dr. Cathy Summa Email: summa@winona.edu The proposed course is designed to satisfy the requirements in (select one area only): Course Requirements A. Basic Skills: (October 4, 2000) 1. College Reading and Writing 2. Oral Communication 3. Mathematics
About GSJ To promote activities on geological survey, the liaison committee which is composedof Research Coordinator for geology, Eikichi Tsukuda. Collaboration http://www.gsj.jp/Gtop/about_gsj.html
Extractions: Establishment of the new GSJ The National Institute of Advanced Industrial Science and Technology (AIST) was established as an Independent Administrative Organization by reorganizing 15 research institutes of the former Agency of Industrial Science and Technology in the Ministry of Economy, Trade and Industry (METl) on April 1, 2001. It consists of more than 60 research units to work as the core of research and development, research support departments to facilitate efficient and effective activities on research and developments and administrative departments in charge of management. It is one of the Japan's largest public research organizations with many research facilities and around 3,200 employees.
IGG Catania FacultyAttività Scientifica Active tectonics and uplift of Calabrian Arc and eastern Sicily, geology of theurban collaborative research Volcanological Institute of Petropavlovsk http://www.unict.it/idgeg/Faculty.html
Extractions: Italo Di Geronimo digeroni@unict.it Tel: +39 095 7195762 Fax: +39 095 7195737 Vincenzo Ferrara ferrara@unict.it Tel: +39 095 7195718 Fax: +39 095 7195712 Professor of Applied Geology. Research fields: Geological studies and investigations applied to groundwater resources and their protection, landslides, soil and rock mechanics in relation to civil engineering projects, land use planning. Emphasis is given particularly to analysis of the aquifers vulnerability to pollution and the groundwater contamination risk assessment. Current, ongoing research: vulnerability of aquifers in the central-eastern Sicily; groundwater pollution risk assessment in the Mt. Etna area; relationship between rainfall and landslides in the Alcantara River valley.
Field Studies Develop and promote collaborative programs between COCC and UO faculty and the In addition to our longstanding archaeology and geology field schools, http://comm.uoregon.edu/Bend/APPENDIX_C.html
Extractions: APPENDIX C Central Oregon Field Studies Center The Center will not only serve as a staging facility for a variety of field-based research and service undertaken by UO faculty and students, it will also foster collaboration involving COCC faculty and students, the community and various public and private agencies. Specifically, we look forward to the following activities being enhanced by the existence of the Field Studies Center: Enhanced opportunities for funded research projects in Central Oregon. The Field Studies Center will provide a staging and coordination area for deployment of research equipment and personnel. Enhance opportunities for service through Community Service Workshops and the RARE program. Enhance opportunities for the Native Indian Language Institute, and preservation of native languages. Opportunities for research collaboration among UO and COCC faculty. We want the intellectual highway between Bend and Eugene to be a two-way street, and we look forward to collaboration in teaching, research and service with COCC faculty members in both Eugene and Bend. Opportunities for COCC and UO undergraduate students to participate in field-based research, including geology, archeology, environmental science and cultural resource management.
Earth & Sky : Browse Science Links A site that includes frequently asked geology questions and answers and providesanswers to activities, Ask the Experts , and interviews about careers. http://www.earthsky.com/browse/index.php?c=Ask the Experts
Earth & Sky : Browse Science Links More than 25 handson science activities are provided in classroom-ready and students for exploring Earth, the planets, geology, and space sciences. http://www.earthsky.com/browse/index.php?s=Space&c=FOR KIDS
Extractions: Personal Information Name: James D.L. White Date of Birth: 19/08/58 Family: Married, one child Qualifications (a) Qualification name: Institution: Date of Graduation: Ph.D. University of California Santa Barbara December 1989 M.S. University of Missouri-Columbia August 1985 B.S. Texas Christian University May 1981 B.A. Texas Christian University May 1981 Professional Affiliations/Memberships (List) Geological Society of New Zealand International Association of Sedimentologists American Geophysical Union Australia-New Zealand Regional Advisory Committee, American Geophysical Union International Association of Volcanology and Chemistry of the Earth's Interior: IAVCEI IAVCEI Commission on Volcanogenic Sedimentation (co-leader, 1998-) IAVCEI Commission on Explosive Volcanism Languages (List and indicate your proficiency in any language other than English) German, rudimentary spoken
General Education Student Perceptions Of The Geosciences A unique teaming among CSULB faculty in geography, geology, GDEP CollaborativeResearch activities. 7 projects involving faculty in geography, http://www.csulb.edu/depts/geography/gdep/aag03ppt.html
Extractions: rodrigue@csulb.edu back to talk Slide 2 Three-year program - began in Fall 2001 Funded by the National Science Foundation's Opportunities to Enhance Diversity in Geosciences program (OEDG) Designed to attract students from NSF- designated underrepresented groups in Science, Technology, Engineering, and Math (STEM): African-American, Latino, Native American, Pacific Islander, and disabled students Geosciences defined as: studies in the physical geographic, geologic, archaeologic, and environmental science disciplines.
SRU Goals And Plans For CETP-PA collaborative for Excellence in Teacher Preparation in Pennsylvania (CETPPA) Faculty reading groups and other professional development activities will http://www.sru.edu/pages/7604.asp
Extractions: The first SRU goal for this CETP-PA project is to increase cooperation, communication, and understanding between higher education faculty who teach pedagogy courses and those who teach content courses in the hope of spreading use of effective pedagogical techniques and attention to issues of equity. Initially emphasis will be placed upon cooperative learning, inquiry-based instruction, hands-on/manipulative activities, and authentic assessment in both pedagogy and content courses. Research in teaching and learning will be the foundation for course improvements. Change will be accomplished through faculty reading groups, other professional development activities, and team teaching. SRU faculty already have experience with these things, but the proposed project would broaden and deepen the current opportunities for professional development and team teaching. The level of commitment by the participating faculty will vary from attending reading groups three times a semester to team teaching a course that meets three times a week. Each person paid for team teaching will be expected to continue to learn from and coordinate efforts with the other person in that pair during subsequent semesters.
Presentation Of Marine Geology Group - ICM (CSIC) The scientific activity of the Marine geology Group of the CSIC in Barcelonabegins in 1980, Areas of collaborative projects with other Institutions. http://www.icm.csic.es/geo/gma/geo1uk.html
Extractions: Group History European Scientific Committee of the Ocean Drilling Program, Advanced Study Workshops on Mediterranean Marine Geosciences IOB, SCAR, etc). On the other hand, the Group of Marine Geology of the CSIC has developed a work of great transcendency in both basic science and marine technology, obtaining its best results in main projects of international scientific cooperation. Among these stand out the Ocean Drilling Program InterRidge and Tredmar supported by the Unesco, the European Science Foundation and the EU "Mast" Program. Research Topics and Objectives The main research topics and objectives in focus in the Group of Marine Geology of the CSIC of Barcelona are the following: Shelf-Ocean Transfer influence in sedimentary processes and models of particulate matter and associated pollutants in the marine environment. Coastal Dynamics the dynamics and morphology of beaches, deltaic sedimentation and processes of coastal erosion, distribution and estimation of inorganic pollutants, effect of the anthropogenic activity in the marine environment, etc. Continental Margin and Ocean Basin Modelling The growth mechanisms and evolution based on seismic stratigraphy and sedimentary record analysis to define the role of local and global scale factors such as glacio-eustatic cycles, tectonics and physiography. Development of sedimentary models for the interpretation and validation of the ancient record.
Geology Department - Colorado College Christine Siddoway Associate Professor of geology collaborative researchROSETTA Ross Embayment Aerogeophysics Tectonics/Trend Analysis. http://www.coloradocollege.edu/dept/GY/christine_grants.asp
Extractions: Current Grants: Prior NSF Grants Combined airborne geophysics and brittle fault studies have determined the crustal structure and kinematic history of the eastern Ross Sea margin in western Marie Byrd Land (MBL). Range-and-glacier topography at ~20 km spacing coincides with extended crust ~25 km thick determined from gravity modeling. Brittle faults and mafic dikes provide the first kinematic data for the region and record extension directed ~N70E at circa http://www.nsf.gov/cgi-bin/showaward?award=9615282 Collaborative Research: Contrasting Styles of Ca. 1.4 Ga Tectonism in the Southern Rockies: Evidence for a Fossil Rheologic Transition in a Deeply Exhumed Intracontinental Orogen (01/01/00-12/31/03). EAR-0101314, $30,504 , Co-PIs: K.Karlstrom, M.Williams, J. Connelly, C. Siddoway Research in the Wet Mountains of Colorado focuses upon deeply exhumed Mesoproterozoic gneisses in a region hypothesized to have supported an intracontinental plateau developed during circa 1.4 Ga transpression along the southern boundary of Laurentia. The Wet Mountains expose a transition between partitioned strain, with deformation localized upon shear zones bounding coherent crustal blocks, and melt-dominated behavior supporting penetrative flow within migmatites. Potentially these ancient rocks provide an analog for the partial-melt horizon documented in contemporary orogenic plateaus, such as the Tibetan Plateau. Eight AGU and GSA abstracts and one field guide contribution result from this work (e.g. Leonard et al. 2002; Siddoway et al., 2002, 2001; Andronicos et al., 2002, 2001; Dean et al., 2002, 2001).
School Of Ocean & Earth Science - Background The former Departments of Oceanography and geology were both awarded Major collaborative research developments include the recent successful £4.5M ROV http://www.soes.soton.ac.uk/information/about_us/
Extractions: or check the site contents Information About Us The School of Ocean and Earth Science (SOES) was formed in 1998 through merger of the former Departments of Oceanography and Geology. The School is located in a purpose-built waterfront campus with docking facilities at the National Oceanography Centre, Southampton (NOC). The NOC environment is unique within UK higher education on a number of counts: the juxtaposition of basic, strategic and applied research backed by a strong ocean engineering and technology group; the provision of facilities ranging from state-of-the-art laboratories to the National Oceanographic Library; and the disciplinary combination of oceanographers, geologists and geophysicists. The School is part of the Faculty of Engineering, Science and Mathematics which includes the Schools of Chemistry, Geography, Physics and Astronomy as well as Engineering disciplines. We have close links with the School of Biological Sciences and the Department of Civil and Environmental Engineering. As well as running degree courses in Oceanography, Geology, and Ocean and Earth System Science, academic staff members contribute to the teaching of geophysics and environmental sciences, the latter through the inter-departmental Centre for Environmental Science. The School is the largest single university group of marine and Earth scientists in the UK with 44 academic staff, 40 Research Fellows and Associates, 30 support staff with 99 full time postgraduate students studying for PhD degrees. There are 470 undergraduate students studying 3 or 4 year degree courses and 48 MSc students.
Extractions: Carlo Parravano, Merck Institute for Science Education In recent years, educational policy makers, researchers and practitioners have been investigating effective approaches to developing the science literacy skills that today's students require for a changing world [1]. Of particular concern is the fact that women and minorities, who are rapidly becoming the majority of new entrants into the labor force, are dramatically under-represented in the fields of science and technology [2]. While there are complex cultural, social and economic reasons for this under-representation, it is not likely to change without systemic and holistic educational intervention beginning in the earliest grades. Children enter school with an active interest in themselves and the world around them. However, instead of encouraging exploration of the natural and physical world, science education too often consists of memorizing a series of facts from textbooks. The challenge facing elementary educators is to develop approaches that build on the curiosity and questions of children-approaches that nourish their interest and excitement, provide the foundation for further science study and build an enthusiasm for science that will extend throughout their lives. The Penn-Merck Collaborative recognizes that classroom teachers are primary agents of curricular change [5,6]. For us, the key to improving science education lies in building teachers' enthusiasm for, and competence in, their role as science educators. We recognize further that sustained curricular change takes time, and cannot be accomplished through traditional, short term workshops. Success in transforming the science curriculum requires our commitment to helping teachers transform their educational practices. Toward these ends, the Penn-Merck Collaborative works toward accomplishment of three goals:
GAP Program Announcement Please contact CRDF to discuss possible activities in FSU states other than those Institute of geology of Ore Deposits, Petrography, Mineralogy and http://www.crdf.org/GAP/gapPA.html
Extractions: Promoting Peace and Security through Cooperation in Science and Technology About CRDF Awards Employment Events ... Search Grant Programs Open Competitions Cooperative Grants Grant Assistance Program Industry ... Information For Grantees Services Proposal Review Science Liaison Office U.S. Office 1530 Wilson Boulevard, 3rd Floor information@crdf.org Directions Also available in Microsoft Word 97+ format To Download GAP Application Forms, Click Here The U.S. Civilian Research and Development Foundation (CRDF) is a unique public-private partnership created to facilitate scientific and technological cooperation between the United States and the countries of the Former Soviet Union (FSU). It is a private, non-profit, charitable organization authorized by Congress and established by the National Science Foundation (NSF) in 1995 as an American response to the declining state of science and engineering in the independent states of the FSU. The CRDF seeks to address this issue by fostering opportunities for collaborative projects between FSU and US researchers that: Provide productive research and development opportunities in the FSU that offer scientists and engineers alternatives to emigration and help prevent the dissolution of the scientific and technological infrastructure of the FSU states.
Curtin University Of Technology Annual Report 1998 In 1998, the Bachelor of Science (Applied geology) became the first geology Numerous collaborative research projects with industry and government bodies http://www.curtin.edu.au/curtin/annualreport/1998/operations/engineering.html
Summary Of Current Activities The lack of a formal geology curriculum in grades 58, the poor geology background of 7) Data Analysis Classroom activities - Development of Standard 3 http://www.mines.edu/Outreach/Cont_Ed/budget.html
Extractions: 1) C2 for K-4 Teachers ($13,135) This program, addressing Competence and Confidence, fully complements our Benchmark #5, Aligning Professional Development with Content Standards. Jefferson County Standard #3 at the district level is Data Analysis, and thus the course has been designed around the statement of the standard, key standard components, and benchmarks for K-4 students. The teachers will be taught the content for K-12 students, and will develop lessons using the local SBE template for aligning instruction, assessment, and transfer to the standards. The coaching aspect provides the teachers with assistance in both pedagogy and content knowledge. 2) State CONNECT Activities ($1,865) The funds in this program will provide registration fees and travel expenses for up to five collaborative facilitators to attend the 1997 CONNECT Planning Retreat on July 29-31, 1997 and for up to eight facilitators to attend the Best Practices Conference. 3) Teaching Science with TOYS ($2,500) This highly successful, innovative, and hands-on program has been aligned to the science standards and effectively integrates science and mathematics by developing a firm understanding of basic probability and data analysis. By using well-known games, the fear of relevant mathematical concepts (that seems to be endemic in middle school students, particularly girls) can be diminished. Teachers from Jefferson County Schools, Adams 12, Denver Public Schools, Clear Creek Schools, and Cherry Creek Schools will be invited to participate in the workshops.
Untitled Present activities The main thrust has been to consolidate our paleoclimate Recent NSF funding of a project entitled collaborative Research Time of http://pgap.uchicago.edu/PGAP2000-1.html
Extractions: The Paleogeographic Atlas Project was begun at the University of Chicago in 1975 with the help of seed money from the Shell Development Company, and since that time has received substantial support from oil companies. Our objective has been to apply the plate tectonics paradigm to the reconstruction of the geological past in all its aspects, including sea-floor spreading, paleomagnetism, tectonics, topography, bathymetry, climate, oceanography, phytogeography and zoogeography. Our team has made primary contributions to most of these fields, but in general our work derives from the worldwide geological literature and has involved the compilation of data from some 28,000 catalogued references . Our approach is distinguished by the recognition that all of the above fields provide useful constraints for paleogeographic mapping, but also that a level of expertise is required in each field to make proper interpretations. Accordingly, our team includes tectonicists, sedimentologists, paleobotanists, invertebrate paleontologists, and climate modelers.
Extractions: Karen : I'm overwhelmed by the number of faculty who came to this workshop. Not only did we have a great turn out by UA faculty, but we also had more people than I expected from our neighboring colleges. Did you know that several participants had to stay overnight near here in order to come back today? I'm thinking of how far we've come in the four years that I've been at UA. Even two years ago this event could never have taken place. Fred : You're right, Karen! You know how all this got started, don't you? I think it all got off the ground with the phase 2 grant, Project TEAMS (Teacher Education at Akron for Mathematics and Science) and those 'brown bag' luncheons. Sagredo : Who funded these projects anyway? Fred : Both the TEAMS project and this current project we call TIMS (Teaching Inquiry in Mathematics and Science) ( http://www.uakron.edu.tims/
