1. Needs Recognize there is no one-size-fits-all model for “effective” pedagogy (what works for whom under what conditions) A updated/revised “vision for the future of the geosciences” document – where is the science going – Increasingly transdisciplinary field; align education with vision for future of research. Improved assessments – address all Bloom’s Taxonomy AND be easy to implement and score! – Close the assessment loop Address barriers to change – Resources (including time), awareness of effective strategies, evidence of impact of reformed teaching on students’ learning and perceptions, ongoing support for change (no “drive-by” PD), – Student and faculty motivation (use assessment data to determine if learning aligns with teaching and to demonstrate impact of improvements) Teach and assess for understanding (processes) as well as retention of knowledge (facts/concepts)

2. Needs Dummies’ Guide to Education Research in the Geosciences??? Fredericks, A.D., 2007: Alpha Books, 328 pp.

3. Recommendations Need a multipronged publicity campaign – Leadership by professional societies (e.g., AGI’s Center for Geosci Ed and Public Understanding) “Badging” for department engaged in “Continual Improvement Process” Clearing house for those who are not engaged at present, with links to more in- depth resources (SERC great but TMI!!! for many) Bulleted (?) list of key strategies sent to all departments – Promote development of PLCs, teaching-mentors, departmental discourse regarding learning, use of Lesson Study or Critical Friends approaches – Engage leaders (chairs, deans, cutting-edge researchers) in reform – Qualitative meta-evaluation of reform efforts (successful and unsuccessful) – Incorporate education on education as part of graduate student training Technology – use it as an enhancement – Good for “Engagement” but not a panacea – Online Instruction – great potential benefits (and pitfalls)…research needed, not a mature substitute for face-to-face (yet?)