Also:

Lois K. Ongley was promoted to Professor at Unity College (Maine). She teaches environmental chemistry. She and her colleagues are developing an Earth Systems Science major at Unity College.

Lois earned her BA in Geology at Middlebury College, VT; MS at Texas A&M University (in basalt petrology); and two degrees from Rice University, Master of Environmental Science & Engineering (hydrology) and a PhD, also in Environmental Science & Engineering (contaminant fate and transport). With colleagues and students, she published six papers on the hydrogeochemistry of the Zimapán Valley in Mexico, an NSF REU project. Other topics of research interest include gender issues in academia and experiential pedagogy.

A longtime member of GSA, Lois has also been a member of the Association for Women Geoscientists since 1981. She has also worked as a lab flunky, an oil & gas exploration geologist, and as a high school chemistry teacher. She occasionally teaches geology in Riyadh, Saudi Arabia. Her employment history (in her words) has been analogous to the old curse, "May your life be interesting."

The Virtual Geology Museum and the Cochise College Geology Home Page have just had their one millionth visitor! These interlinked websites are dedicated to the promotion of the colors and wonders of geology. There are now over 9000 photos of minerals, crystals, rocks, fossils, and meteorites that are copyright-free for non-commercial educational uses. There are also nearly 200 short presentations on a large variety of geology topics that were created by students of Cochise College.

A major goal of this website project is to provide educational resources for geoscience educators (K-12 to college level), who have limited funds and collections and who have no access to museums for their students.

Recent additions to the websites include:

historic geologic papers on the geology of Bisbee, Arizona

an expanded collection of links on invertebrate fossils

views of the geology of Australia

a large collection of drawings of twinned crystals, and

a major article on the geology of the San Pedro River Valley in Cochise County, Arizona

Fellowship is an honor that is bestowed on the best of our profession once per year at the GSA Spring Council meeting. GSA members are elected to Fellowship in recognition of distinguished contributions to the geosciences.

Congratulations to new GSA Fellows in the Geoscience Education Division:

Wendy Van Norden

GED Welcomes New GSA Council Liaison

Lisa D. White, Associate Dean and Professor of Geosciences at San Francisco State University, will be the new GSA Council Liaison for the Geoscience Education Division from July 1, 2009 to June 30, 2010. She will be replacing Nancy J. McMillan, who has been our Council Liaison since 2005.

Bring concerns of the Division members and management board to the attention of the GSA Council

Bring questions and concerns of the Council to the GED

Attend GED board and business meetings at the GSA Annual Meeting

Support the Geoscience Education Fund by Doubling Your Dues

The purpose of the Geoscience Education Fund is to support geoscience education awards, grants, scholarships, and other activities as determined by the GED management board. These include the recently established GED Service Award, student travel awards, student scholarships to participate in GED-sponsored field trips and workshops, and subsidies to help offset the facilitator costs of geoscience education workshops held in conjunction with GSA meetings. As the fund grows, the GED management board plans to add other focus areas such as: a student recognition award for best paper or presentation, geoscience education student receptions, and travel support for invited speakers and/or international presenters.

Editor’s Note: in the last issue of this newsletter, your input was solicited for the draft document of the Earth Science Literacy Initiative.

The Geoscience Education Division supports the Outstanding Earth Science Teacher (OEST) award program run by the National Association of Geoscience Teachers (NAGT) by providing a three-year membership in the Geoscience Education Division for section winners (GSA provides a monetary award and a three-year Teachers Associate Membership), and a one-year membership to state winners.

G-Camp for Teachers, (Geology Field Camp) an outreach program of the Department of Geology & Geophysics at Texas A&M University, will take 30 Texas teachers in grades 4-12 on a two-week field camp starting July 11, 2009.

In its second year, the program gives teachers first-hand experience with the principles of geology in the field, helps them develop new curriculum for their classrooms, and makes learning fun and exciting. This field experience puts participants on outcrops, the slope of a volcano, the footwall of a fault, and at the toe of a landslide. They will find themselves in a spectacular glacial valley and in several pristine flowing streams – just a few of the experiences G-Camp for Teachers provides while visiting geological locations in Texas, New Mexico and Colorado.

Led by Drs. J.R. (Rick) Giardino, John (Jack) Vitek, professors of Geology & Geophysics, and Carolyn Schroeder, research associate in the Center for Math and Science Education at Texas A&M, the goal of G-Camp for Teachers is to increase the geosciences workforce by ensuring quality teaching of the geosciences in grades 4-12 that will help attract more motivated young people to professions in the geosciences.

The report puts information about geology-themed activities in Ohio in an easy to use format. Accessing the PDF online allows linking directly to various information sources. The report also provides information on how to order or obtain publications.

Daily non-technical programs and workshops for hobbyists, educators and the curious on fossils, minerals, and collecting.

Vendors selling fossils, minerals, books, educational items, crafts and food.

Children's Activity Area with a variety of geo-craft activities scheduled.

Resource Tent where you can get fossils and rocks identified by members of the Indiana Society for Paleontology, the Kentucky Paleontological Society and the Kyana Geological Society. Learn about other geological sites with material from many other fossil parks in North America, as well as information and free literature from the Indiana and Kentucky Geological Surveys.

Hikes on the fossil beds, including extended hikes on the outer fossil beds.

Collecting Silurian and Devonian fossils from special rock piles donated by Hanson Aggregates and mineral piles from the dumps of Cave in Rock fluorite mines.

Exhibit: "Green Planet: The History of Plants!" in our Interpretive Center explores the rise of plants in Earth’s fossil record. This exhibit is in partnership with paleobotanist Dr. David W. Taylor, chair of the Department of Life Sciences at Indiana University Southeast. (This exhibit runs August 15 – November 29.)

Recently we received a 5-year, $12,500,000 grant from the NSF MSP program, the purpose of which is to change the STEM culture in Rhode Island, with the hope that our approach could be applied elsewhere in the country. As part of this project, we are hiring an earth systems geoscientist. The position would be initially funded 50% by NSF and 50% by the university. After the duration of the project, it would be funded 100% by the university. Thus, this is a new, tenure-track position in the geoscience department.

Below is more information about the position, including how to apply. Although the position remains open until filled, as advertised in appropriate venues, we are anxious to move forward in our hire. Because of recent retires, our department is thinnest in "hard rock" geology (i.e., structure, tectonics, igneous & metamorphic petrology, high temperature geochronology, and geochronology).

ASSISTANT PROFESSOR OF EARTH SYSTEMS SCIENCE

The University of Rhode Island invites applications for a full-time, tenure-track Assistant Professor position beginning September 1, 2009, in Earth Systems Science. The position will initially be funded both from the National Science Foundation and the University of Rhode Island.

Primary research responsibilities under the NSF award will include the development of inquiry-based methods for teaching STEM curricula to in-service K-12 teachers and undergraduates. The applicant will also teach earth science undergraduate courses in his/her area of expertise and contribute to science education methods courses. A Ph.D. in Earth Systems Sciences or equivalent and demonstration of a research program in some aspect of earth systems science required. Post-doctoral experience and potential for developing Earth Systems Science education programs are preferred.

Review of resumes will begin 05-15-09 and continue until position is filled. Submit (no e-mails or faxes, please) a letter of application, a statement of research and teaching interests, a curriculum vita, and the names and contact information of three referees to: David E. Fastovsky, Search Committee Chair (Req # 12447), UNIVERSITY OF RHODE ISLAND, P.O. Box G, Kingston, RI 02881. The University of Rhode Island is an AA/EEO employer and is committed to increasing the diversity of its faculty, staff and students. Persons from under-represented groups are encouraged to apply.

Sponsors: National Association of Geoscience Teachers (NAGT); GSA Geology and Public Policy Committee; GSA Geoscience Education Division; American Geological Institute (AGI) Public Policy; Geoscience Information/Communication; Geoscience Education

Session Description: Geologic controversies may be real or manufactured, but they always capture the public's attention. This session will present ideas and examples of ways to ensure the scientific perspective is included and given precedence when controversies arise.

Rationale for Topical Session: When the conclusions of geologists are controversial for political, social, or economic reasons, the scientific perspective can be pushed aside. Geoscientists must use the inherent respect for the field to ensure that good science receives precedence when controversies arise. Building educational, social, and political relationships within the community, are key to gaining access and being received with respect when controversy arises. Having a reputation for providing objective information based on good data and supported by logical conclusions is equally important. This session will provide examples of scientists successfully ensuring that scientific perspective was given its due place in the public debate as wall as analyses of instances where good science ended up in the back seat.

follow the instructions. Deadline for submissions is Tuesday, August 11, 2009.

For more information, please contact:

The Geoscience Education Div and the Planetary Geology Division are co-sponsoring a theme session for the GSA Annual Meeting. We encourage contributions of abstracts for the session: T113. Using Planetary Examples to Teach about Terrestrial Volcanoes.

We invite abstracts that review and provide ways of integrating volcanoes from other planets into geosciences courses to enhance students' understanding of terrestrial geology and allow students to expand their skills to multiple planetary environments.

Rationale: Geologists no longer have just one planet to study – or teach about. With multiple planetary missions providing high resolution data sets, it is now possible, and appropriate, to teach geologic processes with examples from many planets; and to bring this knowledge "home" to more effectively teach terrestrial geoscience in the 21st Century. This approach can be particularly useful for the study of volcanism. Volcanoes are an exciting, dynamic, and popular geoscience topic, but they are often only touched on in Introductory Geology classes. Yet, volcanism is a geologic process that is extremely important to an understanding of integrated Earth system science, including geoscience literacy and hazard analysis by the general public; and volcanism appears to have affected all of the solid surface planets (and some of the outer planet satellites) of our Solar System. Our understanding of terrestrial volcanoes has already been enhanced by new knowledge of volcanoes and volcanic landforms on the other planets (a theme session entitled "Advances in Terrestrial Volcanology from Planetary Exploration" will be sponsored by the Planetary Geology Division for the annual meeting); this proposed topical session will address: (1) ) the tools, materials, topics, and data sets that can be used to expand the teaching of volcanoes through the addition of planetary examples; (2) the ways in which planetary volcanoes have already been used in successful geoscience teaching for pre-college and college level geoscience classes; (3) needs and suggestions for the inclusion of a planetary component in teaching about volcanoes to a variety of audiences, including the general public.

Sponsors: Planetary Geology Division, Geoscience Education Division, On the Cutting Edge: Leadership Development in the Geosciences.

Co-Conveners

Announcing a technical session to be held at the upcoming GSA conference in Portland, Oregon (October 18-21, 2009). This session, T104 Geoscience Programs at Community Colleges: Models for Success and Innovation, will highlight a variety of programs and how they successfully achieve their goals. Among the issues which may be discussed are the following:

What makes for a strong community college earth science program.

The focus of these programs - career training, geoscience literacy, or both.

Strategies for helping students become geoscience literate.

How community college earth science department encourage and prepare geoscience majors.

The role of university-community college and high school-community college collaborations.

How community college geoscience programs relate to the vocational programs in their own institutions.

The role of community college geoscience courses in providing science background for future teachers.

How professional networks enhance the mission of community college geoscience program.

How community college geoscience departments mentor the many adjunct faculty that they employ.

Frank D. Granshaw
Portland Community College

We would like to bring your attention to a topical session that we are organizing for the GSA Annual Meeting in Portland this coming October:T98: Earth Science in Place-Based Teaching (Poster Session).

The session is endorsed by NAGT and the GSA GED. If this trans-disciplinary topic interests you, consider submitting an abstract. Participants share ideas on using geographically diverse "places" as contexts for teaching Earth Science. Place-based teaching cultivates local knowledge and encourages the appreciation of landscapes. Importantly, the "place" approach also incorporates cultural and aesthetic insights.

There is increasing interest among Earth science educators at all levels in this trans-disciplinary teaching approach that emerged mostly from K-12 practice. However, given the locally situated nature of the approach, its practitioners are geographically scattered with limited opportunity to share exemplary ideas. This session will be devoted to exactly this kind of exchange, among long-time and novice place-based educators, and will be particularly attractive to K-12 teacher attendees at the Portland meeting.

Geologists love places in the field – the chaotically disrupted orderliness of outcrop patterns, the majestic scenery hiding secrets of landscapes long departed, the record of comings and goings of extinct beasts under changing climates. They are attached to place and disciplined in mind – they have achieved querencia. The Spanish word querencia evokes how feelings and deepest beliefs attach the self to place (Barry Lopez, 1998, The Rediscovery of North America). Meaningful attachment to land and community, argues Lopez, helps to recover a sense of strength in the face of challenge. In education, this sense of place encourages "reciprocity" between peoples and the landscapes they inhabit, with disciplines such as geology poised to mediate this relationship.

Places and disciplines hold in common the value of coherence, yet each coheres in its own fashion, places emphasizing personal experience and commitment to community, and disciplines stressing conceptual progress, mastery of a body of knowledge, and understanding of explanatory ideals. Nevertheless, the shared concern for coherence suggests the potential to reconcile their divergent purposes and integrate a sense of place with disciplined thinking under superordinate aims. Criteria of artistic work – vivid depiction, finding the universal in the particular, constructive neglect, and coherence itself (Elliot Eisner, 1998, The Kind of Schools We Need), may fulfill this function. Querencia, as both a meaningful attachment to a geographic place and as a place in the mind where understanding satisfies, completes the integration.

Dear GED Members,

For this year’s GSA Annual Meeting, we have a full slate of opportunities for you. Many of these technical sessions, trips, and short courses have joint sponsorship with the National Association of Geoscience Teachers, and we are working in close cooperation with them. Please consider submitting an abstract to one or more of these sessions. And even if you do not choose to present, there is plenty for you to participate in. We look forward to seeing you in Portland!

Sincerely,

Eric J. Pyle
GED 1st Vice-Chair and JTPC Representative

Technical Sessions of Interest to GED Members:

T10. Geoheritages, Geoantiquities, and Geomorphosites. The geological heritage of any nation, especially in the United States, lies in the unusual rock and landform sites that need attention and conservation preserve them for future generations and improve and promote education, scientific research, and geotourism.

T14. Sequential and Repeat Photography as a Tool for Earth and Environmental Science Research and Education (Posters). Photographs document Earth's dynamic surface revealing climate change and human impact on the landscape. This session will involve researchers and educators using images to study how rivers, glaciers, volcanoes and other landforms change over time.

T97. EARTHTIME: From Developing Tools to Teaching about Time. High-precision geochronology is revolutionizing our understanding of Earth's history. We seek contributions related to exploring the limits of precision and accuracy of geochronometers, calibration of proxy stratigraphies, and new efforts at educational in-reach and outreach.

T98. Earth Science in Place-Based Teaching (Posters). Participants will share ideas on using geographically diverse "places" as contexts for teaching Earth science. Place-based teaching cultivates local knowledge and encourages the appreciation of landscapes. The "place" approach also incorporates important cultural and aesthetic insights.

T99. EarthScope Education and Outreach: Connecting Students, Teachers, and the Public to the Dynamic Landscape of North America. This session presents case studies of efforts to engage scientists, students, teachers, policy makers, and the public with EarthScope data and discoveries, and their bearing on a broad range of scientific and societal issues.

T100. Field Geology Education — Historical Perspectives and Modern Approaches. This session will address numerous aspects of field instruction including historical perspectives, alternative curricula, field technology, original research, and international experiences with a focus on learning goals, pedagogic value and assessment of learning in the field.

T101. GIS in K-16 Geoscience Courses: Constructing Knowledge using GIS in Geoscience Courses. Integrating GIS into K-16 geoscience courses provides rich opportunities for students to learn geoscience concepts while exploring relevant data and problems. Visualization, critical thinking, problem solving and computation skills are enhanced through the integration.

T103. Geology in the National Parks: Research, Mapping, and Education. This session addresses the role of geoscience in the National Parks. Presentations are encouraged on geologic research, mapping, surface/ground water studies, paleontology, coastal geology, education, and resource management on National Park Service administered lands.

T104. Geoscience Programs at Community Colleges: Models for Success and Innovation. Community College programs are diverse and multifaceted. This session will highlight a variety of programs and how they successfully achieve their goals.

T106. Opportunities and Challenges for Geologic Hazards Education in Cascadia: In Memory of John Lahr. This session will provide an opportunity for Geoscience educators, K-12 Earth science teachers, and scientists and officials to showcase successes in and challenges to geologic hazards education in Cascadia and other regions.

T107. Promoting Literacy About Earth System Science Concepts. Multiple community efforts have defined the fundamental concepts of Earth System Science. These documents serve as tools that can unite the scientific community in conveying a common message about Earth science to the public.

T109. Successful Models of Collaborations between High Schools and Two-year and Four-year Institutions. This session highlights collaborations with high schools that lead to students entering the geosciences, including duel credit, high school teachers offering courses for college credit and duel enrollment, high school students attending college classes.

T110. Teaching and Research Challenges and Successes for Solitary Geologists in Academia. Are you the only geologist at your institution? You are not alone! Come share your experiences and network with others like you. Discuss facilities, course load, research opportunities, challenges, successes, and what keeps you there.

T112. The Nature of Geoscience Expertise. Key aspects of geoscience expertise will be explored including spatial and temporal thinking, understanding Earth as a complex system, learning in the field, and integration of evidence across many scales of observation, methods, and sub-disciplines.

T113. Using Planetary Examples to Teach about Terrestrial Volcanoes. We encourage abstracts that review and provide ways of integrating volcanoes from other planets into geosciences courses to enhance students' understanding of terrestrial geology and allow students to expand their skills to multiple planetary environments.

T114. What Can We do to Help Our Students Become Better Learners? Fostering the Development of Metacognition and Self-Regulation. Metacognition, knowledge and regulation of one's thinking and learning, plays a critical role in learning, yet is often overlooked. This session explores approaches and challenges to teaching metacognition and self-regulation within the earth sciences.

T120. Darwin, Geology and Evolution: Impact of Darwinian Views on Scientific Theory-Making. In this session, we will discuss and celebrate Darwin's thoughts and past-present impact on geosciences, and will examine implications of Darwin's theory of evolution for geology, biology, theology, and scientific philosophy.

T135. Geology in the National Forests and Grasslands — Stewardship, Education, and Research. This session will explore some of the many aspects of the geological sciences conducted on the National Forests and Grasslands. Topics include paleontology, cave and karst geology, engineering geology and natural-hazard mitigation, hydrogeology, interpretive and recreational geology, geoecology, and more.

T146. Ensuring Geologic Controversies are Addressed with Good Science in the Classroom, the Community, and the Capitol. Geologic controversies may be real or manufactured, but they always capture the public's attention. This session will present ideas and examples of ways to ensure the scientific perspective is included and given precedence when controversies arise.

T160. From Virtual Globes to Geoblogs: Digital Innovations in Geoscience Research, Education, and Outreach. Virtual globes, various means of online collaboration, and novel applications of digital images can significantly enhance geoscience research, education, and outreach. This session will highlight particularly innovative examples.

Mon., 19 Oct. Field Trip #426. Portland Geology by Tram, Train, and Foot. Leader: Ian P. Madin, Oregon Dept. of Geology and Mineral Industries. US$35.

This trip will take participants on a brief tour of the geology of Portland by foot, light rail, and aerial tram. We will review the regional and local geologic setting and visit outcrops of most of the local units, including Columbia River Basalt flows, Missoula Flood deposits, and a late Quaternary volcano within the city limits. The field trip guide and a companion KML-based version will allow conference participants to self-guide the trip at their convenience if they cannot attend at the scheduled time

Sat., 17 Oct., 8 a.m.–noon. Short Course #507. Helping your students investigate plate tectonics just like scientists. Instructors: William A. Prothero, Univ. of California at Santa Barbara (emeritus), and Sabina F. Thomas, Baldwin-Wallace College. US$90, includes materials. Limit: 50. CEU: 0.4.

This workshop will focus on learners’ use of Earth data to investigate the geometry and motion of the major tectonic plates. The use of these data for science investigations and example activities will be presented. Content will include the theory of plate tectonics, how the major plate boundaries can be studied using Earth data, how a science paper can be used to reinforce concepts and science processes, and how lectures, quizzes, course readings, and other activities support student success. All materials and data access tools will be provided on the "LearningWithData" CDROM.

Sat., 17 Oct., 8 a.m.–noon. Short Course #508. Education Research I: Conducting qualitative geoscience education research. Instructor: Julie Sexton, Univ. of Northern Colorado. US$110. Limit: 35. CEU: 0.4.

Participants will learn qualitative education data collection and analysis methods used in science education research. Case studies, demonstrations, and hands-on activities will be used to teach participants how to develop qualitative research studies, collect qualitative data (e.g., interviews), and analyze qualitative data (e.g., coding). This short course is designed for students, university and K–12 educators, and researchers who are engaged in or who plan to be engaged in geoscience education research. This course can be taken alone or in conjunction with the short course "Education Research II: Conducting quantitative geoscience education research."

Sat. 17 Oct., 1–5 p.m. Short Course #509. Education Research II: Conducting quantitative geoscience education research. Instructor: Julie Sexton, Univ. of Northern Colorado. US$110. Limit: 35. CEU: 0.4.

This interactive, activity-based course serves as an introduction to quantitative education research methods. It is designed for geoscience faculty or students who are or will be conducting quantitative education studies. Topics include developing quantitative education research questions, designing a quantitative study (e.g., selecting appropriate designs and statistical tests), collecting quantitative data (e.g., surveys), analyzing education data using statistical tests (e.g., ANOVA), and investigating causality. This course can be taken alone or in conjunction with the short course "Education Research I: Conducting quantitative geoscience education research."

Sat., 17 Oct., 8 a.m.–5 p.m. Short Course #513. Teaching climate change and Earth history using ocean drilling data in introductory geoscience courses. Cosponsors: U.S. National Science Foundation, the Consortium for Ocean Leadership, and GSA’s Sedimentary Geology Division. Instructors: Kristen St. John, James Madison Univ.; Mark Leckie, Univ. of Massachusetts–Amherst; Megan Jones, North Hennepin Community College; and Kate Pound, St. Cloud State Univ. US$30, includes continental breakfast and lunch. Limit: 35. CEU: 0.8.

Sat., 17 Oct., 8 a.m.–5 p.m. Short Course #514. Pacific Northwest earthquakes and tsunamis for middle school teachers. Cosponsor: The National Association of Geoscience Teachers (NAGT). Instructors: Robert Butler, Univ. of Portland; Frank Granshaw, Portland Community College; Roger Groom, Mount Tabor Middle School; Chris Hedeen, Oregon City High School; Jenda Johnson, USArray E&O; Bonnie Magura, Jackson Middle School; Beth Pratt-Sitaula, Central Washington Univ.; and Jill Whitman, Pacific Lutheran Univ. US$10, includes refreshments. Limit: 30. CEU: 0.8.

Sun., 18 Oct., 8 a.m.–5 p.m. Short Course #518. Watch faults grow before your very eyes! Using a deformational sandbox in high school and middle school earth science classrooms. Cosponsors: GSA’s Structure and Tectonic Division and the National Science Foundation. Instructors: Michele Cooke, Univ. of Massachusetts–Amherst; Mary Ellsworth, Gallaudet Univ. FREE; limit: 20. CEU: 0.8.

Teachers will learn how to use a deformational sandbox to enhance student understanding of Earth’s deformation using visual and hands-on activities. The sandbox can be used to directly and experimentally investigate concepts related to plate tectonics, fault systems, earthquakes, scientific modeling, and the nature of experimental science. Teachers will learn how to conduct specific experiments using the sandbox, to encourage student exploration of the sandbox as a model of real earth processes, and to support student learning, writing, and reporting activities with the sandbox. Instructions for building a classroom sandbox will be provided.

Sun., 18 Oct., 9 a.m.–5 p.m. Short Course #519. When worlds collide: Communication between scientists and emergency managers during crises. Instructors: Jeff Rubin, Tualatin Valley Fire & Rescue; Cynthia Gardner, USGS–Cascades Volcano Observatory; Jay Wilson, Clackamas County Emergency Management. US$103. Limit: 25. CEU: 0.8.

Low-probability, high-consequence natural events such as volcanic eruptions and earthquakes require effective interaction between scientists who study and forecast them and emergency managers who plan for and respond to them. This includes understanding roles and responsibilities, inherent uncertainties in forecasting natural phenomena, critical decision timelines, and effective communication with the public and policy makers. This course provides an introduction to the Incident Command System used by emergency managers and responders at all levels of government during crises, along with tips for effective public communication. Participants will engage in practical applications—realistic in-class exercises offering collaboration with practitioners from multiple disciplines.

Sun., 18 Oct., noon–3 p.m. Short Course #520. Using and developing historical image archives to investigate landscape change. Cosponsors: U.S. National Science Foundation and GSA’s Quaternary Geology and Geomorphology, Sedimentary Geology, and Geoscience Education Divisions. Instructors: Paul Bierman, Christine Massey, and Jamie Russell, Univ. of Vermont. US$10; includes lunch. Limit: 40. CEU: 0.4.

Images, including photographs and drawings, provide a powerful means of documenting Earth’s changing surface over time scales ranging from seconds to centuries. This course will show how images can be used to document a wide variety of Earth and environmental processes, including human impacts on varied landscapes, the effect of warming climate on glaciers, and the response of hill slopes and stream channels to deforestation. You will learn the pitfalls and promises of building your own image collections as well as how to interest students of all ages in earth science by using historic images to study change over time.

Pardee Keynote Symposium

Sun., 18 Oct., 1:30–5 p.m. P6. Google Earth to Geoblogs: Digital Innovations in the Geosciences

P. Kyle House, University of Nevada, Reno, Nev.; John Bailey, University of Alaska, Fairbanks, Alaska; Ronald C. Schott, Fort Hays State University, Hays, Kans.; Mano Marks, Google Inc., Mountain View, Calif.; Glenn A. Richard, Stony Brook University, Stony Brook, N.Y.; Peter A. Selkin, University of Washington, Tacoma, Wash.

Heather Petcovic
Western Michigan University

First Annual Welcome Reception for 2-Year Geoscience Faculty

The GSA Education Committee members and the Education and Outreach staff invite all geoscience faculty teaching at community colleges or other 2-year institutions that grant Associate degrees to an informal reception at the GSA Annual Meeting in Portland. This will be an opportunity for Community College faculty to meet and discuss their issues, needs, and questions that are unique to teaching at two-year institutions. Results from a survey of 2-year geoscience faculty by the GSA Education Committee in early 2009 suggested that this type of gathering at the annual GSA meetings could be beneficial and might open ways that GSA can help this particular group of geoscience teachers.

The meeting will be on Saturday, October 17, 4–5 PM, ending just before the Annual Geoscience Educators’ Social Reception on Saturday, October 17, starting at 5 PM so that attendees can then join other geoscience community members interested in education. Locations TBA, but the plan is to arrange it adjacent to the 5 PM reception.

Both social receptions are free and open to interested participants. Attendance does not require payment of any meeting registration fees.