1. This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the
Directorate for Education and Human Resources (DUE-1245025).
INTRO TO GETSI FOR PILOT-TESTERS
The webinar begins at:
9 am PT | 10 am MT | 11 am CT | 12 pm
ET
You may need to turn on your mic in the lower
left of the Zoom screen.

2. WEBINAR GOALS
By the end of the webinar you will be able to:
• Describe GETSI and its guiding principles
• State what data will be collected, why, and
how (GLE, attitudinal surveys, student work)
• Find more information and resources as you
need on the GETSI website to support pilot
testing

3. GETSI PROJECT OVERVIEW
Mission: Develop and disseminate teaching and learning
materials that feature geodesy data & quantitative skills
applied to critical societal issues such as climate change,
water resources, and natural hazards
• US National Science Foundation funded (3 grants)
• Partnership with Science Education Resource Center
(SERC) and National Association of Geoscience
Teachers (NAGT)
• Developing dozen modules (~2 weeks each)
– Introductory & Majors-level
– Classroom & field

4. GETSI – TEACHING MATERIALS W/ GEODESY DATA

5. Community effort to improve geoscience
literacy and build a workforce prepared to
tackle environmental and resource issues
An NSF STEP Center
DUE-1125331
InTeGrate supports the teaching of geoscience in the context
of societal issues both within geoscience courses and across
the undergraduate curriculum.

6. Solving societal challenges Increasing student STEM
engagement
Complementary paths to
improvement

7. INTRODUCTIONS - LEADERSHIP
• PIs
– Manager--Beth Pratt-Sitaula (UNAVCO)
– Introductory--Becca Walker (Mt SAC)
– Majors--Bruce Douglas (Indiana U)
• SERC Assessment/Evaluation
– Ellen Iverson (SERC)
– Stuart Birnbaum (UTSA)

8. GETSI-SERC RELATIONSHIP
• GETSI largely uses the InTeGrate model for
development (as practical)
• GETSI largely uses InTeGrate assessment process for
module quality and student learning evidence
• GETSI site is hosted by SERC

9. Example modules (mostly Intro)

11. GUIDED BY EARTH SCIENCE & CLIMATE LITERACY DOCS

12. GUIDING PRINCIPLES FOR MATERIALS DEVELOPMENT
A. Address Grand Challenges
B. Interdisciplinary problems (geoscience
applied to social issues)
C. Nature and methods of science (geoscientific
habits of mind)
D. Authentic geodesy data and inquiry
E. Quantitative skills

13. B. INTERDISCIPLINARY PROBLEMS
(GEOSCIENCE & SOCIAL SCIENCE TIED TOGETHER)
Examples
• (Intro) Monitoring Volcanic Hazards – analyze
scientific data and make recommendation on alert
level/evacuation considerations/etc.
• (Majors) Modeling Flood Hazards – make
recommendations on how flood plain land-use could
effect reoccurrence rates.

14. C. NATURE AND METHODS OF SCIENCE
Integrating Geoscientific thinking into learning materials
Single most important thing you can do is to simply
make your thinking explicit
• Lab has a small research project that students do (3-6 hours collecting
data)
• Clearly state hypothesis; talking through the scientific process; not just
facts but hypotheses are modified
• Manage data and see analysis for selves
• Think aloud to students as you reason through a geoscientific question
• Ask students to explore the uncertainty in data rather than just the data
itself
• Add reflective prompts to existing activities that involve open-ended
inquiry or research projects
• Ask students how and why they would address a problem rather than
solve the problem (Ex. designing a field investigation)

15. D. AUTHENTIC GEODESY DATA AND INQUIRY
PARTICULARLY CRITICAL ASPECT OF GETSI
Examples
• (Intro) Water Hazards & Resources – reflection GPS,
GRACE (gravity)
• (Majors) – Our Changing Climate – vertical GPS,
InSAR, GRACE (gravity)
• (Majors) – Modeling Flood Hazards - lidar

16. E. QUANTITATIVE SKILL
• Students use and apply math appropriate for their
level
– Intro – might be correctly interpreting graphs or
maps w/ quantitative data or finding slopes
– Majors – often involves doing data analysis in
Excel or using simple modeling program

17. LINKING GOALS AND PROCESS:
THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment

18. CLASSROOM PILOT & DATA COLLECTION
*IRB approval
Development Timeline
http://serc.carleton.edu/getsi/info_team_members/timeline.html

20. CLASSROOM PILOT – DATA CHECKPOINT A
Data Check A: Before your course begins
• Inform (if you haven’t already) your Institutional
Review Board of participation in the GETSI project
• Consider how you will provide data to GETSI/SERC
(digital or paper)
• Decide on a student ID method
• Complete the GETSI Course Setup Form

21. GETSI COURSE SET UP FORM
https://serc.carleton.edu/getsi/info_team_members/forms_docs/course_form.html

22. COURSE STATUS PAGE
• Once your course set-up form is completed, it will
create your Course Status Page, this will be your go-to
place to see your progress in the assessment process
• You can always reach it through your SERC account
page - https://serc.carleton.edu/account/

23. For overview of what the different elements of the Course Status Page are see:
http://serc.carleton.edu/integrate/info_team_members/currdev/status_page.html

24. • Pre- & Post-course Geoscience Literacy
Assessment (GLE 8 MC questions)
• 2 from each literacy document
• 4 Single answer and 4 “select all that apply”
• Pre- & post-course motivation and career
interest survey (related to project
evaluation)

26. CLASSROOM PILOT – DATA CHECKPOINT B
Data Check B: As your course begins
• Tell GETSI Facilitator (Beth) the student IDs of any
students who withdraw consent. She will inform SERC.
• Submit initial roster of student ID's (using your Course
Status Page)
• Direct students to initial attitudinal survey
• Administer the initial GLE multiple choice questions

27. IRB & STUDENT CONSENT
• It is no longer necessary to have “signed consent”
from the students, but you still need to “inform”
them of the research and they must have an
opportunity to withdraw use of their work.
• Main points to make to the class on Day 1.
1. A project is developing (super cool cutting edge)
curriculum to be published online and the initial
version is being tested in this class
2. Anonymized copies of their work and survey results
will be reviewed by the project assessment team.
3. They can opt to not be part of this review by telling
you at any time. If they withdraw, tell me their ID#.
4. However, being part of the research or not will not
change the required course workload in any way.

28. • Graded by faculty of the pilot testing classroom
based upon a rubric
• Summative and conclusive measuring the level
of understanding when learning related to that
module goal is completed
• Used in the same fashion in all materials pilot-
testing classrooms
http://serc.carleton.edu/integrate/info_team_members/currdev/assessment.html#sum

29. CLASSROOM PILOT – DATA CHECKPOINT D
Data Check D: End of course
• Administer the final GLE multiple choice questions
• Direct students to complete the final attitudinal survey
• Check Course Status Page for student ID mis-matches
• Complete the post-pilot reflection and Instructor Story
on your individual Reporting page
• All summative student work is submitted to SERC via
Course Status Page OR mail

30. AUTHOR REFLECTION DURING AND POST TESTING

31. Data Checkpoint D
--2 post-surveys
--self reflection
--upload or mail
student work

32. GETTING SUMMATIVE STUDENT WORK TO SERC
• Option 1: digital upload using Course Status Page
• Option 2: paper mail to SERC
– Attn: Ellen Iverson (GETSI Project)
Science Education Resource Center
Carleton College
One North College St
Northfield, MN 55057
– Note tracking numbers and be sure to have additional paper
copy in case there is a mail loss situation
Make sure student work:
• has ID numbers
• does not have student names (although SERC students
workers will do an additional sweep and redact any names
that slip through).

33. Data Collection
http://serc.carleton.edu/integrate/info_team_members/currdev/course_status.html
Where can
you find
help?

34. IMPORTANT LINKS
• This webinar – within “Team Meetings - Webinars”
http://serc.carleton.edu/getsi/meetings/index.html
• Material Testers information
http://serc.carleton.edu/getsi/info_team_members/index.html#tes
ters
– GETSI Course Set-up Form – do it today or Monday
http://serc.carleton.edu/getsi/info_team_members/forms_docs/cours
e_form.html
– Materials Testing Overview
http://serc.carleton.edu/integrate/info_team_members/currdev/cour
se_status.html
– Links to GLE files
https://serc.carleton.edu/integrate/info_team_members/currdev/doc
uments/gle/index.html
– Data Collection
Detailshttp://serc.carleton.edu/integrate/info_team_members/currde
v/course_status.html
• Materials in Progress – access to your modules
http://serc.carleton.edu/getsi/info_team_members/materials.html

35. FOLLOW UP WORK
• Complete Course Set-up Form
• Review website information