NAGT Activities at the 2022 GSA Annual Meeting
NAGT is pleased to sponsor a variety of sessions, workshops, short courses, and meetings at the 2022 Annual Meeting of the Geological Society of America held in Denver, Colorado, from October 9-12. Please consider attending the following sessions highlighting key issues of importance to geoscience educators at all levels. For those that will be onsite in Denver, we will have some information at the NAGT booth. More information about NAGT activities at GSA will be added to this page as it becomes available.
Jump down to: NAGT Meetings and Receptions | Short Courses | Topical Sessions | Educator Workshops (Online)
NAGT Booth
Visit us at booth #1906 in the exhibit hall! The NAGT booth will be open all week. Interested in helping staff the NAGT booth? Contact Mitchell Bender-Awalt (mawalt@carleton.edu) if you're interested in volunteering.
Informal "NAGTea" Gatherings
Visit the NAGT booth for informal gatherings around a variety of topics! Hot water, tea, and mugs will be available--or bring your own! Gatherings will happen at the table at the NAGT booth or adjacent tables in the exhibit hall, as needed. Please see the schedule below.
Lunch with the Executive Director
Monday, October 10, 2022 - 12:00pm-1:00pm
Stop by the exhibit hall for lunch with NAGT Executive Director Anne Egger! Bring your own lunch.
Students in Geoscience Education
Monday, October 10, 2022 - 3:00pm-5:00pm
Meet up with fellow graduate students in the geosciences to chat about teaching, research, and the benefits of becoming a member of the NAGT community.
Teaching and DEI
Wednesday, October 12, 2022 - 1:00-2:00pm
Spend an hour with incoming NAGT President Christy Visaggi for an informal discussion about diversity, equity, and inclusion efforts in teaching and teacher education.
Meetings and Receptions
Tuesday, October 4
NAGT Executive Committee Meeting (Invite only; Online), 8:30am-10:30am PT / 9:30am-11:30am MT / 10:30am-12:30pm CT / 11:30am-1:30pm ET
Wednesday, October 5
NAGT Annual & Council Meeting (Open to all current members; Online), 12:30pm-2:30pm PT / 1:30pm-3:30pm MT / 2:30pm-4:30pm CT / 3:30pm-5:30pm ET
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HideThursday, October 6
NAGT Geoscience Education Research Division Meeting (Open to all current members; Online), 2:00pm-3:00pm PT / 3:00pm-4:00pm MT / 4:00pm-5:00pm CT / 5:00pm-6:00pm ET
Friday, October 7
NAGT Teacher Education Division Meeting (Open to all current members; Online), 8:00am-9:00am PT / 9:00am-10:00am MT / 10:00am-11:00am CT / 11:00am-12:00pm ET
NAGT Geo2YC Two-year College Division Meeting (Open to all current members; Online), 9:00am-10:00am PT / 10:00am-11:00am MT / 11:00am-12:00pm CT / 12:00pm-1:00pm ET
Sunday, October 9
NAGT and USGS Field Education Forum, 2:45pm-3:45pm MT, Colorado Convention Center, 602
Tuesday, October 11
NAGT, GSA Geoscience Education Division, and CUR Joint Awards Luncheon (Ticketed event), 11:30am-1:00pm MT, Hyatt Regency Denver at CCC, Centennial Ballroom A
GSA Geoscience Education Division Educators' Reception, 6:00pm–9:00pm MT, Ace Eat Serve, 501 E 17th Ave. Denver, Colorado 80203
NAGT-Sponsored Short Courses
511. Teaching SfM and GNSS Methods to Undergraduates in the Field
Fri., 7 Oct., 8 a.m.–5 p.m.; Sat., 8 Oct., 8 a.m.–5 p.m. US$40. CEU: 1.60. Limit: 30. In-person.
Benjamin Crosby; Bruce Douglas; Christopher Crosby; and Beth Pratt-Sitaula
GEodesy Tools for Societal Issues (GETSI) Field Project, UNAVCO, National Association of Geoscience Teachers (NAGT), OpenTopography
Short course participants will learn practical approaches for integrating structure from motion (SfM) photogrammetry and global navigation satellite system (GNSS) surveying into undergraduate field courses, allowing them to generate georeferenced point clouds of high-resolution topographic data. Methods are appropriate for both summer field camps and academic-year courses with field components. The short course will include a significant amount of hands-on time with instruments, as well as support for data processing and instructional implementation planning. Audience: Instructors whose courses include at least some field teaching components. Later-stage graduate students with teaching responsibilities are also eligible. Housing and stipend: Registrants who are active undergraduate field instructors, post-docs intending to teach soon, or late-stage graduate students are eligible to apply for free hotel accommodations in the Boulder, Colorado, area for the nights of 6 and 7 and a $340 stipend after course completion. Additional course information is online. The short course will be held in the Boulder-Longmont area northwest of Denver. Participants should plan to arrive to the area by the evening of Thursday October 6.
534. Improv to Improve the Geoscience Community
Sat., 8 Oct., 1 p.m.–5 p.m. US$20. CEU: 0.40. Limit: 20. In-person.
Erik Haroldson
Austin Peay State University College of STEM, National Association of Geoscience Teachers (NAGT), NAGT Teacher Education Division (TED)
Improvisational or "improv" theater is a live form where the elements of a scene are made up during the performance. Improv games are used in learning environments of multiple academic disciplines (STEM and other). Recently, it has been found beneficial in the geoscience classroom, with outcomes of (1) fostering a community of practice, and (2) development of students' transferable skills. The former benefits learning and may increase retention of a more diverse student body. The latter prepares students to be adaptable in a dynamic workplace, preparing future scientists for societal challenges. In this short course we will spend time on our feet, engaged in short-form improv games, learning some tenets of improv: "Teamwork and Trust," "Yes, and...," (acceptance) and "Listen." Instructors and professionals will leave with a framework for using this strategy in classrooms, lab groups, field camps, and workplaces. Students will have an opportunity to network while practicing effective communication skills and gaining confidence for the subsequent conference. All participants will grow a community of practice, sharing an interest in using improv in the geosciences.
NAGT-Sponsored Topical Sessions
T97. Planetary Exploration and Education: How We Learn about Our Solar System and Beyond.
Nicholas Lang; and Robert Jacobsen
GSA Planetary Geology Division; GSA Geoscience Education Division; GSA Geology and Society Division; National Association of Geoscience Teachers (NAGT)
This session links how we teach and learn about the solar system to how we have gained that information (i.e., space missions). Descriptions of outreach efforts to bring planetary science to the public are encouraged.
Planetary Geology | Geoscience Education
T152. Bringing Inquiry into Geoscience Labs for Students, Teaching Assistants, and Faculty.
Katherine Ryker; Rachel Teasdale; and Kelsey Bitting
National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geo2YC Division; GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; National Association of Geoscience Teachers (NAGT) Teacher Education Division (TED); GSA Geoscience Education Division
Inquiry-based learning engages students in "doing science" in geoscience labs. Presenters will share their experiences creating and testing inquiry-based labs, data on their efficacy, and strategies for supporting other instructors (e.g., graduate teaching assistants).
Geoscience Education | Geoscience Information/Communication
T153. Career Paths and Licensure: Program Strategies to Help Students Explore Career Pathways in the Earth Sciences.
Craig Nichol; James Kubicki; Karen Viskupic; and Matthew Pendleton
National Association of Geoscience Teachers (NAGT); GSA Geoscience Education Division; GSA Geology and Society Division
This session explores strategies that departments and programs have initiated to help students explore career paths in earth sciences, to enhance teaching of skills needed for careers, and to support paths to careers and professional licensure.
Geoscience Education | Geoscience and Public Policy | Geoscience Information/Communication
T154. Connecting High School and Undergraduate Students to the Geosciences through Multidisciplinary Approaches to Geologic Issues (Posters).
Nazrul Khandaker; Julie Bloxson; and Arif Sikder
GSA Environmental and Engineering Geology Division; GSA Geology and Society Division; National Earth Science Teachers Association (NESTA); GSA Geoscience Education Division; GSA Quaternary Geology and Geomorphology Division; GSA Sedimentary Geology Division; GSA Energy Geology Division; National Association of Geoscience Teachers (NAGT); Geoscience Division of the Council on Undergraduate Research; GSA Marine and Coastal Geoscience Division
This session encourages high school and undergraduate students to share their research to a greater number of audiences, particularly in the geosciences. Topics may highlight a variety of geologic processes and relevant multidisciplinary subjects.
Geoscience Education | Geoscience Information/Communication | Geoscience and Public Policy
T155. Gatebreaking: Passing along Your Biggest Lessons Learned in the Geosciences.
Monica Rasmussen; Kathleen Benison; and Stephanie Shepherd
Endorsers: GSA Geoscience Education Division; GSA Geology and Society Division; GSA Quaternary Geology and Geomorphology Division; GSA Society for Sedimentary Geology; GSA Marine and Coastal Geoscience Division; National Association of Geoscience Teachers (NAGT) Teacher Education Division (TED) Association for Women Geoscientists (AWG)
As a geoscientist, you've dedicated months or years to fieldwork, publications, grant proposals, navigating industry, developing methods, and other accomplishments. Come share your best tips so we can all learn from your experiences!
T159. Improving Student Learning Outcomes Using Cognitive Science-Informed Strategies in Geoscience Teaching and Practice.
Alexandra Davatzes; Shondricka Burrell; and Thomas F. Shipley
National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division
Geoscience knowledge construction is a complex process. Collaboration between geoscientists, educators, and cognitive scientists leads to innovative research in education and practice that can identify additional strategies that effectively support student engagement, learning, and retention.
Geoscience Education | History and Philosophy of Geology | Geoscience Information/Communication
T160. Innovations in Holistic Student Training and Development.
Dana Thomas; Diana Dalbotten; and Rebecca Batchelor
National Association of Geoscience Teachers (NAGT); Geological Society of America Geoscience Education Division
This session provides a platform for sharing ways that departments, student success programs, research internships, "post-baccs," and more, both within and beyond university settings, are addressing training and development for undergraduate and graduate students.
Geoscience Education | Geoscience Information/Communication
T161. Institutional and Grassroots Efforts Promoting Diversity, Equity, and Inclusion in the Scientific Workplace.
Jenna Shelton; Tina Roberts-Ashby; and Jennifer Malpass
GSA Geophysics and Geodynamics Division; GSA Geoscience Education Division; SEPM (Society for Sedimentary Geology); GSA Geology and Society Division; National Association of Geoscience Teachers (NAGT); GSA Quaternary Geology and Geomorphology Division; GSA Energy Geology Division
The session will be focused on unique efforts that individuals (i.e., grassroots) and institutions are developing or implementing to promote diversity, equity, and inclusion in the geoscience workplace.
Geoscience Education | Geoscience Information/Communication | Geoscience and Public Policy
T162. Iris Moreno Totten Research in Geoscience Education Session.
Charles Czajka; and Meagan Gilbert
GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division
This session will highlight empirical research being done in the field of geoscience education. Early career and student presenters will be considered for the Geoscience Education Division's Totten Award.
Geoscience Education
T163. Leveraging Virtual Spaces for Geoscience Education: Exploration and Learning through Augmented and Virtual Reality.
Kelly Lazar; Stephen M. Moysey; Sabarish Babu; Catherine Mobley; D. Matthew Boyer; and Gavin Gleasman
GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division
Virtual experiences are critical for bringing students into environments that are difficult to reach through conventional teaching modalities. We encourage developers, creators, researchers, and practitioners to share their research and best practices in these spaces.
Geoscience Education
T164. Making Sense of Methodologies and Theoretical Frameworks in Geoscience Education Research.
Leilani Arthurs; Larry Collins; Kristen Foley; Cory Forbes; Peggy McNeal; Emily Scribner; and Emily Ward
GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT)
Methods and theoretical frameworks from within and outside of geoscience education research shape our field. Presenters are encouraged to highlight their decision-making process in research studies. New approaches and applications of established methods/frameworks are welcome.
Geoscience Education | Geoscience Information/Communication
T166. Showcase of Undergraduate Research Posters by 2YC and 4YCU Geoscience Students (Posters).
Gretchen Miller; Adrianne Leinbach; and Stephanie Rollins
National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geo2YC Division; National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; GSA Geoscience Education Division; Geoscience Division of the Council on Undergraduate Research
This session is designed for two-year college (2YC) and four-year college and university (4YCU) students presenting research posters in any subdiscipline of geoscience.
Geoscience Education
T168. What's in Your Data? Mining Existing Databases to Plot the Course of K–16 Geoscience Education.
Eric Pyle; and Edward Robeck
GSA Geoscience Education Division; GSA Geology and Society Division; GSA Geoinformatics and Data Science Division; National Earth Science Teachers Association (NESTA); National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; National Association of Geoscience Teachers (NAGT) Teacher Education Division (TED); National Association of Geoscience Teachers (NAGT) Geo2YC Division; GSA Energy Geology Division
We seek to identify data sources available for geoscience education, considering how these data can be used to produce efficiencies of effort that maximize the impact of available resources to inform policy- and decision-making.
Geoscience Education | Geoscience Information/Communication | Geoscience and Public Policy
NAGT-sponsored Educator Workshops (Online)
Energy & Climate: Replacing Fire in Energy Systems
Sat., 8 Oct., 10–11:30 a.m.
Presenters: Don Haas, Alexandra Moore, Robert Ross, & Ingrid Zabel, The Paleontological Research Institution, its Museum of the Earth & Cayuga Nature Center
Description: Fire is at the root of modern climate change and teaching about climate change without teaching about energy is like teaching about lung cancer without teaching about smoking. In this workshop, we will powerfully highlight a specific example of how the burning of fossil fuels is changing our atmosphere, and a specific example of how we might harvest the Earth's heat directly rather than extracting fuels to burn for the heating of buildings. We will share a wide range of free resources and strategies. New resources include an extensive collection of short videos with associated activities, the Changing Climate: Our Future, Our Choice museum exhibit and its virtual counterpart, resources related to Cornell University's Deep Geothermal Heat Research project that is a central part of the University's decarbonization efforts, and more.
Flood Risk & Impact
Sat., 8 Oct., 12–2 p.m.
Presenters: Carla McAuliffe, TERC; and Stephanie Harmon, Earth Science Teacher
Description: Earth's changing climate has resulted in extreme weather events around the globe. Wetter weather in some areas has increased the risk of flooding, which is one of the most dangerous natural hazards that humans face. During this two-hour workshop, explore the Flood Risk & Impact Module from Concord Consortium (https://learn.concord.org/geo-flood). The online module includes the embedded Flood Explorer simulation (https://flood.concord.org/) that allows students to investigate factors that contribute to inland flooding, the hazards and impacts that floods bring to people and their communities, and the role that climate change may play in future flood events.
Creating Lessons that Integrate Earth Science Phenomena with Place-based and Geoheritage Frameworks
Sun., 9 Oct., 10–11:30 a.m.
Presenters: Aida Awad, American Intercontinental University; Missy Holzer, Great Minds PBC; Ed Robeck, American Geosciences Institute
Description: Many Earth science educators focus their instruction on specific sites so that learning occurs in context. As they do this, many work to establish the relevance of the site to their students and their communities by addressing cultural, historical, aesthetic and other attributes of the site as Earth science phenomena are being addressed. The concepts of geoheritage and place-based education offer frameworks for teachers to explore those additional dimensions in coherent ways. This workshop will introduce participants to principles of geoheritage and place-based education, and help them apply those principles to the preparation of instructional materials focused on a particular site using virtual platforms such as Google Earth Projects. The emphasis will be on students taking an active role in exploring these additional dimensions of sites in their communities and beyond. You will leave this workshop with an outline for a geoheritage-based lesson focused on an iconic or local site of your choosing.
Free, Online Earth@Home Regional Guides to the Earth Science of the United States
Sun., 9 Oct., 12–1:30 p.m.
Presenters: Elizabeth Hermsen, Jonathan Hendricks, Robert Ross, and Don Haas; The Paleontological Research Institution, its Museum of the Earth & Cayuga Nature Center
Description: Earth@Home is a free, open access website (https://earthathome.org) designed to help students, their teachers, and the wider public learn about the Earth and its history. The Paleontological Research Institution (PRI) is currently developing Earth@Home regional guides to the Earth science of the United States, called "Here on Earth" (https://earthathome.org/hoe/). The goal of Here on Earth is to provide visitors with fundamental information about the Earth for the region of the U.S. where they live. Here on Earth coverage is now available for the southeastern, south-central, southwestern, and western U.S., as well as Hawaii; guides to the northwest-central, midwestern, and northeastern U.S. will be added soon. Some topics on Here on Earth are covered on a regional scale (geologic history, climate, Earth hazards, and, where relevant, glaciers), whereas others are covered at the subregional physiographic province scale (rocks, fossils, topography, energy, and mineral resources). These and other Earth@Home resources will be highlighted in this workshop.
Climate Emotions Matter
Sun., 9 Oct., 3–4:30 p.m.
Presenters: Don Haas and Ingrid Zabel, The Paleontological Research Institution, its Museum of the Earth & Cayuga Nature Center; Nellie Duggan-Haas, SUNY Purchase undergraduate; Ada Bastedo, Amherst High School student
Description: The implications of climate change are terrifying. Honestly addressing climate change, its implications, and the emotional impacts of these implications is essential to effective climate change education. And, climate change is perhaps the greatest problem facing global society in the coming decades, making it essential to an effective education. Research shows that students overwhelmingly struggle with a range of climate emotions from both learning about climate change and direct environmental disasters experiences. How can schools and teachers help students become more emotionally resilient in the face of climate change? This session will offer strategies and resources for more effectively addressing climate emotions in your teaching, and will include the voices of students in the program.
Our water cycle: a new diagram created with and for K-12 educators
First offering: Sun., 9 Oct., 5–6 p.m.
Repeat offering: Tues., 11 Oct., 5–6 p.m.
Presenters: Hayley Corson-Dosch, Rachel Volentine, Nicole Felts, and Charlotte Riggs (U.S. Geological Survey)
Description: Water cycle diagrams are widely used by educators to convey core scientific principles about water storage and movement on Earth. The U.S. Geological Survey (USGS) water cycle diagram was developed in 2000, has been translated into more than 60 languages, and is used in educational, professional, and hobbyist settings worldwide. Unfortunately, it provides an incomplete picture of Earth's hydrologic cycle. This year, USGS is releasing a new water cycle diagram that depicts the role of and impact humans have on water storage, movement, and availability, among other scientific and aesthetic improvements. Educators were key contributors to the design of the new diagram – USGS heard from hundreds of educators about how they use the water cycle diagram in their instruction and incorporated their feedback into the design. During this interactive discussion session, USGS scientists will share information about the basis and importance of the new diagram, as well as the science it depicts. Come discuss instructional applications with your peers and give us your feedback about future directions for lesson plans and other materials based on the revised diagram.