厙ぴ勛圖

Geoscience is a multidisciplinary subject with physicists, chemists and biologists for example, contributing to its progress.泭 The range of topics covered by geoscience is broad and the associated research focuses on: a) better understanding the origins and evolution of planet Earth and b) answers to questions surrounding increased demands on Earth���s resources, environmental change and natural hazards.泭 The fact we study volcanoes, earthquakes, dinosaurs, valuable minerals, climate change, meteorites, oceans and other planets, means we are in a unique position with respect to initiatives relating to the teaching of science in schools and, engagements with the broader community that provide information about specific events (e.g.泭 earthquakes) or significant, new scientific achievements.

UC Science Outreach Programme:

The泭school also maintains strong linkages with the泭厙ぴ勛圖���s Science Outreach Programme, each year our staff contribute to a number of initiatives organised by UC Science Outreach.泭 These include general school visits to UC, topic-specific laboratory sessions, interactive plays, field-trip support and school visits by our staff and post-graduate students. The emphasis of this component of Earth & Environment's泭Outreach effort is to improve the delivery of Level 9-13 Science especially and to increase the awareness of the relevance of science.

唬棗紳喧娶勳莉喝喧棗娶莽:泭Erik Brogt,泭Ben Kennedy,泭Jacqueline Dohaney,泭Thomas Wilson,泭Alison Jolley,泭Billy O���Steen
Participating Staff:泭Kate Pedley,泭Darren Gravley,泭Travis Horton,泭Heather Purdie, and泭Tim Stahl泭

Our group performs fundamental and applied research on the teaching and learning of geoscience and geohazards. This research focuses on traditional and innovative geoscience learning activities.

Research Directives

Main goal:泭Improving tertiary geoscience education practices

• Developing measures to assess teaching best practices and student performance
• Developing interactive and cutting edge curricula
• Improving science communication in graduates
• Improving science communication best practices (for professionals and to the public)

Themes

• Geoscience Curriculum Development
• Geohazards and Risk Education
• Science Communication & Field Skills Research
• Improving Traditional Learning with Interactive Techniques in the Classroom

Collaborators

Our research unit is highly collaborative, and has made links to many NZ and international researchers and organisations:

DEVORA泭&泭Jan Lindsay泭at University of Auckland,泭
,泭泭and Carol Stewart from the泭泭Research at Massey University
GNS Science;泭Alison Jolley泭and泭

We develop research-informed, learner-centred, and interactive curriculum materials for the classroom, laboratory, virtual, and simulated environments:

Development of a 3D Immersive Field Videogame

The泭GeoThermal World Videogame (Jacqueline泭Dohaney, Ben泭Kennedy, Erik泭Brogt泭and泭Hazel Bradshaw泭from泭HITLab NZ)

• 3D, immersive videogame which teachs undergraduates basic field skills in a geothermal context. (泭and泭)
• Use in lab context, but can be used for students who cannot access the field.

Interactive Experimental Volcanology Labs

Ben Kennedy泭runs a collection of hands-on, interactive physical and experimental volcanology labs which are sourced from extant geoscience education and experimental volcanology literature:

Trash Can Volcano Lab泭(a.k.a., Liquid Nitrogen Bomb)泭
Students fill a trash can with liquid nitrogen and different sizes of ballistics. This experiment illustrates the different input parameters which control explosivity and ballistic dispersal. Original research published by Karen Harpp, Alison Koleszar and Dennis Geist (see泭publication泭and泭)

Mentos and Coke Explosions泭
Students add mentos candy to a bottle of diet coke simulating a CO2 eruptive plume. Experiments can be run under differing input variables (type of candy, type of beverage and shape of the vent) to understand the height and duration of explosive eruptions. Original research by Wright, Rust, and Cashman (see泭publication泭and泭video)

Lava Fudge Experiment Lab
Students make chocolate fudge with differing temperatures and weight % sucrose to simulate differing levels of viscosity in aa and pahoehoe lavas. Original research by Alison Rust, Cathy Cashman and Wright (see泭publication)

M&M Magma Chamber Labs
Students build layers in a magma chamber by calculating the number of major elements (M&M���s) needed to form common minerals and following typical fractional crystallization pattern. Original research by Karl Wirth (see泭)

Teaching Independent Research & Synthetic Thinking Skills in Earth Systems Science

• Travis Horton泭is running a Semester long teaching strategy which aims to develop students' abilities to understand geoscience as a system and use synthetic (i.e., holistic) thinking skills.泭
• Students are asked to perform authentic research; modelling complex research questions in small groups

Group Work in Mineralogy & Petrology Labs

• Jacqueline Dohaney泭and泭Ben Kennedy泭teach evidence-based research to design and implement group work curricula in mineralogy and petrology labs.
• Research was carried out in collaboration with UBC and the Carl Wieman Science Education Initiative (see泭).

Publication

The Canterbury earthquakes have generated massive public interest in the geosciences, geohazards, and the communication of these disciplines. Our research group has worked to develop curricula that train undergraduates, postgraduates and professionals how to work together to communicate effectively and mitigate the impacts that disasters have on communities. What is the chance of it happening?泭 And what will the impact be?泭 These are two fundamental questions a geohazards and risk scientist will be asked.泭 But geohazards and risk assessment often has to be made using data which has large uncertainties associated with it and from multiple disciplines (e.g., physical science, social science, engineering, etc.).泭 How this material should be presented to stakeholder to optimise their decisions making is the focus of research Current research focus on the most effective way to communicate research to stakeholders.

Projects:

Communicating Complex Hazard and Risk Assessments ��� Curricula Development

Contributors:泭Thomas Wilson,泭Erik Brogt,泭Samuel Hampton,泭Tim Davies泭and泭Mark Quigley

Communicating geohazards, risk and disaster science to non-experts can be a challenging and daunting prospect for泭hazard scientists, engineers泭and泭emergency managers. The Hazard and Disaster Management programme at UC泭trains泭students to communicate complex research and geohazards issues using strategies and tools used in real world emergency management and disaster risk reduction.

• Media conferences where HAZM students are tasked泭to prepare for and present in front of the media on a challenging and highly uncertain geohazard issue, such as a volcano which has become restless and may erupt soon.泭 The media (media studies and journalism students, which include泭some real journalists)泭question and attempt to extract a sensationalist news story.
• Students are trained to write 'policy briefs' for government ministers.泭 Senior Policy Analysts and Advisors from government ministries in Wellington (New 厙ぴ勛圖seat of Government) lead these interactive sessions, sharing their hard won lessons.泭
• Throughout all classes there is a focus on working together in a team under a difficult deadline to produce the necessary information to inform a hazard or disaster relation issue for a decision maker.

Tongariro & Auckland Volcanic Hazards Simulations

Contributors:泭Jacqueline Dohaney,泭Erik Brogt,泭Ben Kennedy,泭Thomas Wilson,泭Darren Gravley,泭and泭Jan Lindsay泭(Auckland University)

• Development of highly challenging and engaging geology training simulations for 3rd-4th year undergraduates and postgraduates.
• Simulations require students to synthesize complex data sets and provide real-time advice in order to minimize impacts from major geologic events.
• Tests students practical and transferable skills. Specifically: communication and teamwork skills
• New customized simulations are in development using Avalance TTX��� software (Dohaney in collaboration with泭UCR3;泭Publication)

Lecture-based Capstone Collaborative Hazards Exercises

Contributors:泭Alison Jolley,泭Thomas Wilson,泭Erik Brogt,泭Ben Kennedy

• Five 1-hour group exercises were developed for GEOL113 (Environmental Geohazards) to teach first-stage students the basics of earthquakes, volcanoes, land slides, tsunami, geohazards and society.
• Exercises are end of module, capstone activities
• Groups of students work together to apply the concepts learned in lectures

Exercise Te Ripahapa

Contributors:泭Tom Robinson,泭Thomas Wilson泭and泭Tim Davies

• Exercise Te Ripahapa is an authentic emergency management simulation which can be used to teach professionals the impacts of a large scale (Alpine Fault earthquake)
• The simulaton highlights the impacts on people, lifelines and the landscape due to such a large event.

In today���s academic and professional workplace, geologists need to master field and transferable skills (i.e., skills that are used in diverse and every day settings).泭 Our research group studies the best way to teach (and measure) these skills.

Some important geoscience transferable skills include:

Field Skills ��� observations, note-taking, interpretation, synthesis
���Soft skills��� ��� teamwork, communication, decision-making, critical thinking, problem-solving

Science Communication Skills Research;泭���Improving Science Communication Skills���

唬棗紳喧娶勳莉喝喧棗娶莽:泭Erik Brogt,泭Jacqueline Dohaney,泭Thomas Wilson泭and泭Ben KennedyFunded by:泭

• Current research is aimed at developing scenario-based curricula which specifically targets students communication skills.
• Development of measures and methods to assess science communication.
• Collaborative project with emergency management and science communication researchers across NZ.

Field Skills Research

唬棗紳喧娶勳莉喝喧棗娶莽:泭Jacqueline Dohaney泭and泭Ben Kennedy

• Research aimed at understanding how geologists teach and learn basic field skills such as observations and note-taking.
• Development of best practices of observations and note-taking in geology.
• We are also looking at digital note-taking research (Jacqueline Dohaney泭in collaboration with Lawrence Malinconico, Lafayette College).

Experiential Capstone Field Trips

• On-going development and assessment of the泭泭(Darren Gravley, Sarah Smithies)
• 6-week field trips which incorporate interactive, holistic and capstone teaching techniques
• Cutting edge, independent semester long undergraduate research projects.

Implementing the泭泭in the New 厙ぴ勛圖tertiary

Collaborators: Zoe Jordens, Rosie Bradshaw, Maggie Hartnett, Gemma Cartwright and Natalie Burr (from Massey University)

• Use of clickers, and other interactive technology in the classroom to transform traditional (passive) lectures to make them more interactive and engaging.

Funded by泭Ako Aotearoa.

context (Ben Kennedy,泭Erik Brogt,泭Alison Jolley,泭Billy O���Steen,泭Eva Hartung and Annie Soutter)

Dohaney, J. Brogt, E., Kennedy, B.泭(In review) Field Note-taking Behaviour and Perceptions: Towards Classification and Best Practices.

Jolley, A., Jones, F., and Harris, S. 2013. Measuring student knowledge of landscapes and their formation timespans.泭Journal of Geoscience Education,泭61(2):240-251.泭

Dohaney, J., E. Brogt, and B. Kennedy.泭(2012). Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory.泭Journal of Geoscience Education, 60:1, pp. 21-33. DOI: 10.5408/10-212.1

Jolley, A., Lane, E.,泭Kennedy, B.,泭and Frapp矇-S矇n矇clauze, T-P. (2012). SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science.泭Journal of Geoscience Education, 60:1, 83-91. DOI: 10.5408/10-199.1
Link:泭

泭

Kennedy, B.泭and Frapp矇-S矇n矇clauze, T-P. (2010) Attitude Surveys in Earth and Ocean Science. In D.A. Cancilla and S.P. Albon (Eds.),泭Moving the Laboratory Online: Situating the Online Laboratory Learning Experience for Future Success: 89-104. Newburyport: The Sloan Consortium.

Reports & Magazine Articles

Kennedy, B., Brogt, E.,泭Jordens, Z.,泭Jolley, A., Bradshaw, R., Hartnett, M.,泭O���Steen, B.,泭Hartung, E., Soutter, A., Cartwright, G. and Burr, N. (2013)泭Transforming Tertiary Science Education: Improving learning during lectures.泭Ako Aotearoa, National Centre for Tertiary Teaching Excellence. 32pp.
Link:泭泭
Kennedy, B., Brogt, E. and Dohaney, J.泭(2012)泭Geoscience education at the 厙ぴ勛圖.泭Geoscience Society of New 厙ぴ勛圖Newsletter 8: 34-36. Newsletter Article.

Conference Proceedings

Dohaney, J., Kennedy, B., Brogt, E., and Bradshaw, H. (2012).泭The Geothermal World Videogame: An Authentic, Immersive videogame used to teach observation skills needed for exploration. New 厙ぴ勛圖Geothermal Workshop Proceedings, 19-21 November 2012, Auckland New Zealand. (Full conference paper)

Kennedy, B., Brogt, E.,泭Jolley, A., Hampton, S.泭and Wilson, T.泭(2013).泭Shaking up an introductory geohazards course.泭Christchurch, New Zealand: Geoscience Society of New 厙ぴ勛圖Annual Conference (GSNZ), 24-27 Nov 2013. (Oral presentation)

Dohaney, J., Brogt, E., Wilson, T. and Kennedy, B.泭(2013).泭Teaching geoscience with simulation: Scenario-based role-plays.泭Christchurch, New Zealand: Geoscience Society of New 厙ぴ勛圖Annual Conference (GSNZ), 24-27 Nov 2013. (Oral presentation)

Dohaney, J., Brogt, E., Kennedy, B. and Wilson, T.泭(2013).泭Using role-play to improve science communication efficacy in students.泭Denver, CO, USA: Geological Society of America annual meeting, 27-30 Oct 2013. (Oral presentation)

Brogt, E., and Dohaney, J.泭(2013)泭Teaching Hazards and Disaster Communication: Theory and Practice. PCST/SCANZ Symposium 2013: Disasters ��� Communicating in the Crisis and the Aftermath. Science Communicators Association of New Zealand. Christchurch, New Zealand. (Oral presentation)
url link:泭http://www.scanz.co.nz/erik-brogt-and-jackie-dohaney-presentation.html.

Kennedy, B. and Brogt, E.泭(2013)泭Transforming tertiary science education: Improving learning during lectures.泭Auckland, New Zealand: Higher Education Research and Development Society of Australasia Conference 2013 (HERDSA), 1-4 Jul 2013. (Oral presentation)

Dohaney, Jacqueline, Brogt, E., Kennedy, Ben.泭(2012)泭Teaching Geology with 21st Century Techniques. GeoNZ 2012 Conference, Hamilton, New Zealand. Geoscience Society of New 厙ぴ勛圖Miscellaneous Publications. (Oral presentation)

Kennedy, B. and Brogt, E.泭(2012)泭Improving learning in undergraduate geology.泭Hamilton, New Zealand: Geoscience Society of New 厙ぴ勛圖Annual Conference (GSNZ), 25-28 Nov 2012. (Oral presentation)

O'Steen, B., Jolley, A.,泭Kennedy, B., Brogt, E., Bradshaw, R. and Jordens, Z. (2011).泭Champagne quality curriculum development on a beer budget? Data, collaboration and departmental buy in are key to the curriculum development process.泭Victoria University of Wellington, New Zealand: Tertiary Education Research in New 厙ぴ勛圖(TERNZ 2011), 23-25 Nov 2011. (Oral presentation)

Jordens, Z., Hartnett, M., Bradshaw, R.,泭Jolley, A.,泭O���Steen, B., Brogt, E., & Kennedy, B.泭(2011).泭Measuring student learning and classroom engagement using evidence-based research to encourage science lecturers to reconsider how they teach. Tertiary Education Research in New 厙ぴ勛圖Conference. November 23-25, Wellington, New 厙ぴ勛圖(Oral presentation)

Brogt, E., Liggett, D., Pedley, K.,泭Jolley, A.泭and泭Kennedy, B.泭(2011).泭Curriculum and assessment changes in a disaster scenario.泭Victoria University of Wellington, New Zealand: Tertiary Education Research in New 厙ぴ勛圖(TERNZ 2011), 23-25 Nov 2011. (Oral presentation)

Dohaney, J., Powell, T., Gravley, D.M. and泭Kennedy, B.泭(2010).泭The Geothermal Game: An authentic, problem-based simulation used to teach geothermal energy exploration and exploitation concepts.泭Denver, CO, USA: Geological Society of America Annual Meeting (GSA), 31 Oct-3 Nov 2010. In Geological Society of America Abstracts with Programs 42(5) 497. (Oral presentation)

Jolley, A., Jones, F., Harris, S., and Rhajiak, J. 2011. Correlating knowledge of landscape formation timescales and geologic time using a new validated concept test.泭Geological Society of America Abstracts with Programs,泭43(5):183. Minneapolis, MN. (Oral presentation)泭

Kennedy, B., Brogt, E., & O���Steen, B.泭(2010).泭Transforming tertiary science education in New 厙ぴ勛圖(with the help of Carl Wieman).泭Spotlight on Tertiary Teaching in Canterbury and Beyond. March 26, Christchurch, New 厙ぴ勛圖(Oral presentation).

Kennedy, B.,泭Gilley, B. and Frappe, T-P. (2008).泭Does Earth and Ocean Sciences Change How Students See the World? Assessing How Earth and Ocean Sciences Courses Affect Student Attitudes.泭Houston, TX, USA: Geological Society of America Joint Annual Meeting, 5-9 Oct 2008. In Geological Society of America Abstracts with Programs 40(6) 495. (Oral presentation)

Jolley, A., and Ayala, G. 2013. ���Living with volcanoes���: geoarchaeology in the high school classroom.泭Geological Society of America Abstracts with Programs, 45(7):314. Denver, CO. (Poster presentation)泭

Dohaney, J.; Kennedy, B.; Brogt, E.;泭Gravley, D.;泭Wilson, T.; O'Steen, B.泭(2011).泭The Volcanic Hazards Simulation: Students behaving expert-like when faced with challenging, authentic tasks during a simulated Volcanic Crisis.泭American Geophysical Union, Fall Meeting 2011, San Francisco, California, U.S.A. Abstract #ED31A-0731 (Poster presentation)

Jolley, A., Harris, S., and Bevier, M.L. 2011. Tracking student progress with a mineralogy/petrology concept inventory.泭Carl Wieman Science Education Initiative End of Year Event.泭Vancouver, BC. (Poster presentation)泭

Dohaney, J., Kennedy, B.,泭Borella, M.W., Hamilton, C. and Gravley, D.M. (2010)泭Volcanic hazards simulation: a collaborative role-play exercise using multiple synchronous time series datasets to perform volanic forecasting and hazard management.泭Denver, CO, USA: Geological Society of America Annual Meeting (GSA), 31 Oct-3 Nov 2010. In Geological Society of America Abstracts with Programs 42(5) 124. (Poster presentation)

Jolley, A. 2010a. Identifying landscapes and their formation timescales:泭 comparing knowledge and confidence of beginner and advanced geoscience undergraduate students.泭Carl Wieman Science Education Initiative End of Year Event.泭Vancouver, BC. (Poster presentation)泭

Jolley, A.泭2010b. Landscape identification and formation: the development of a test to measure student knowledge and confidence.泭Western Inter���University Geosciences Conference. Saskatoon, SK. (Poster presentation)泭

Dohaney, J.泭(2009).泭Successful Group Work in an Introductory Mineralogy Lab Setting, Geological Society of America Abstracts with Programs, Vol. 41, No. 7, p. 92. (Poster presentation)

Jolley, A., and Lane, E. 2009. A new tool for investigating undergraduate attitudes about earth science.泭Geological Society of America Abstracts with Programs, 41(7):94. Portland, OR. (Poster presentation)泭

Kennedy, B., Jones, F., Stull, R., Harris, S., Gilley, B., Frappe, T., and Wieman, C. (2008)泭Maximizing Student Learning in an Introductory Level Natural Disasters Class. National Association of Geoscience teachers ��� Pacific Northwest Section Annual Meeting, Yakima, Washington. (Poster presentation)