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Sparking Conversations About Graduate Programs in Geoscience Education Research

机译：关于地球科学教育研究中的研究生课程的引发对话

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The calls for a college-educated science and technology workforce, as well as a scientifically literate citizeniy, have led to a demand for higher education faculty prepared in discipline-based education research (DBER). These faculty members conduct research on teaching and learning in the context of a specific discipline, including the geosciences. Historically, faculty have become active in geoscience education research (GER) after completing a graduate degree in a "traditional" geoscience discipline such as geomorphology, paleontology, or structural geology. Increasing demand for GER faculty has led to the growth of graduate programs specializing in GER. We explore the current state of GER graduate preparation in the United States and the issues moving forward in establishing and advancing GER graduate programs. We hope to spark discussion in the GER community about what GER graduate preparation entails, as programs grow and proliferate, to assist the community in being intentional in the preparation of future professionals. We make key recommendations for the GER community, including: (1) hold community-wide discussions about GER graduate training, (2) investigate methodological training as a shared graduate training experience in GER, (3) embed authentic teaching and research opportunities in graduate programs that mirror a student's planned career trajectory and assist them in becoming reflective teachers, (4) encourage GER faculty to continue to inform their colleagues and administrators about GER and what it is (and is not), and (5) look beyond GER to how other DBER fields design and implement graduate programs.
机译：呼吁大专院校科技劳动力以及科学识字的公民，导致对基于纪律教育研究（佛比）的高等教育学院的需求。这些教师在特定学科的背景下对教学和学习进行了研究，包括地质学。从历史上看，教师在完成“传统”地球科学纪律的研究生学位之后，在地球科学教育研究（GER）中变得积极，如地貌，古生物学或结构地质。增加对GER教师的需求越来越大导致了专门从事GER的研究生课程的增长。我们探讨了当前的GER研究生准备状态，以及在建立和推进GER研究生方案方面前进的问题。我们希望在GER社区中讨论GER毕业生准备，随着计划的成长和增长，以协助社区在编制未来专业人士的故意方面。我们为GER社区提出关键建议，包括：（1）对GER研究生培训进行全社区讨论，（2）调查方法论培训作为GER的共同研究生培训经验，（3）嵌入毕业生的真实教学和研究机会镜上学生计划的职业轨迹的计划并协助他们成为反思教师，（4）鼓励GER教师继续向他们的同事和管理员提供关于GER的，并且它是（并且不是），而（5）超越GER其他笨田的设计和实施研究生课程。

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