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Vincent CH Tong Editor Teaching at Universities Innovations in Science Education and Technology 20 Vincent C.H. Tong Editor Geoscience Research and Education Teaching at Universities Geoscience Research and Education INNOVATIONS IN SCIENCE EDUCATION AND TECHNOLOGY Volume 20 Series Editor Cohen, Karen C. Weston, MA, USA About this Series As technology rapidly matures and impacts on our ability to understand science as well as on the process of science education, this series focuses on in-depth treatment of topics related to our common goal: global improvement in science education. Each research-based book is written by and for researchers, faculty, teachers, students, and educational technologists. Diverse in content and scope, they refl ect the increasingly interdisciplinary and multidisciplinary approaches required to effect change and improvement in teaching, policy, and practice and provide an understanding of the use and role of the technologies in bringing benefi t globally to all. For further volumes: http://www.springer.com/series/6150 Vincent C.H. Tong Editor Geoscience Research and Education Teaching at Universities Editor Vincent C.H. Tong Department of Earth and Planetary Sciences Birkbeck, University of London London, UK ISSN 1873-1058 ISSN 2213-2236 (electronic) ISBN 978-94-007-6945-8 ISBN 978-94-007-6946-5 (eBook) DOI 10.1007/978-94-007-6946-5 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013949006 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Acknowledgements I would like to thank all chapter authors for their immense contribution to this book project, and I am indebted to Dr. Karen Cohen and Professor Alan Jenkins for their thoughtful advice in making this book and the companion volume, Geoscience Research and Outreach : Schools and Public Engagement , a reality. My thanks also go to Bernadette Ohmer, Marianna Pascale and Alagulingam Lakshmi Praba for their generous help with the preparation of the book. I am most grateful to Professor Sir Peter Knight FRS for his infectious passion for both scientifi c research and education. For those of us who have been fortunate enough to be his students, his dedication to teaching is deeply inspirational. University of London Vincent C.H. Tong v Contents Part I Introduction: The Context From Research-Implicit to Research- Enhanced Teaching: A Geoscience Perspective .............................................................. 3 Vincent C.H. Tong Teaching and Research in the Contemporary University ........................... 11 Simon Marginson Part II Research-Teaching Nexus in Geoscience: Perspectives The Challenge of Combining Research and Teaching: A Young Geoscientist’s Perspective ............................................................... 21 Laura J. Cobden Incorporating Research into Teaching Geosciences: The Masters Student Perspective .................................................................. 29 Barbara McNutt Teaching on the High Seas: How Field Research Enhances Teaching at All Levels ..................................................................................... 43 Ken C. Macdonald Part III Research-Teaching Nexus in Geoscience: Promoting Research-Enhanced Teaching Curricula and Departmental Strategies to Link Teaching and Geoscience Research................................................................................ 55 Alan Jenkins vii viii Contents The Role of Scholarly Publication in Geocognition and Discipline-Based Geoscience Education Research................................ 69 Julie Libarkin Geologic Displays as Science and Art ............................................................ 77 Marjorie A. Chan Teaching Geoscience Research to Adult Undergraduates and Distance Learners .................................................................................... 95 Hilary Downes Geoscience Internships in the Oil and Gas Industry: A Winning Proposition for Both Students and Employers ......................... 101 Rolf V. Ackermann and Lucy MacGregor Part IV Pedagogical Examples: Use of Technology Integration of Inquiry Fossil Research Approaches and Students’ Local Environments Within Online Geoscience Classrooms ...................... 111 Renee M. Clary and James H. Wandersee Supporting the Transition from Geoscience Student to Researcher Through Classroom Investigations Using Remotely Operable Analytical Instruments ...................................... 149 Jeffrey G. Ryan Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning ........................................................... 163 Tim Stott, Kate Litherland, Patrick Carmichael, and Anne-Marie Nuttall GEOverse: An Undergraduate Research Journal: Research Dissemination Within and Beyond the Curriculum .................................... 189 Helen Walkington Towards Technology- and Research-Enhanced Education (TREE): Electronic Feedback as a Teaching Tool in Geoscience ................................................................... 199 Vincent C.H. Tong Part V Pedagogical Examples: Programme Design Introducing University Students to Authentic, Hands-On Undergraduate Geoscience Research in Entry-Level Coursework ............ 215 Laura Guertin Engaging First-Year Students in Team- Oriented Research: The Terrascope Learning Community .......................................................... 223 S.A. Bowring, A.W. Epstein, and C.F. Harvey Contents ix Students’ Final Projects: An Opportunity to Link Research and Teaching ................................................................................... 237 Dolores Pereira and Luis Neves Teaching Environmental Sciences in an International and Interdisciplinary Framework: From Arid to Alpine Ecosystems in NE Spain ................................................................................. 253 D. Badía, N. Bayfi eld, A. Cernusca, F. Fillat, and D. Gómez The Role of Concept Inventories in Course Assessment ...................................................................................... 275 Julie Libarkin, Sarah E. Jardeleza, and Teresa L. McElhinny Index ................................................................................................................. 299 Part I Introduction : The Context From Research-Implicit to Research- Enhanced Teaching: A Geoscience Perspective Vincent C. H. Tong The relationship between research and teaching has long been the subject of an ideological debate in higher education. As two of the most recognised functions of universities, how research and teaching are developed and valued varies signifi - cantly between institutions. Differences in institutional approaches refl ect not only the infl uence of local factors such as missions, leadership and resources available but also the effects of national educational policies as well as evolving global trends in higher education. Despite these differences, it is not uncommon for uni- versities with contrasting levels of intensity in academic research all showing their commitment to the research-teaching nexus. Studying how faculty and teaching staff bring research and teaching together is important for locating where this nexus is actually rooted. These investigations are also useful in providing evidence for developing and improving synergy between research and teaching. Apart from having philosophical discussions and institutional commitments with regard to the research- teaching nexus, the importance of understanding how it is enacted in practice cannot be overstated. The case for forging links between research and teaching is strong. In fact, research and teaching are so intricately linked that their synergy may be discussed only in relative terms. Research may be regarded as an integral part of
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