全球危机背景下地学教育的变化趋势与反思

IF 1.8 4区 地球科学 Q3 GEOSCIENCES, MULTIDISCIPLINARY
K. Bethune
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All normal GAC and MAC meeting-related functions, including luncheons, awards, ceremonies and keynote talks, were also postponed with the idea that we could have a double cohort in a future face-to-face (F2F) setting in London, Ontario (Western University), in May 2021. The circumstances at GAC have been a microcosm of what is happening across society as a whole, with continuous adjustments, delays in plans and new systems put into operation as the situation continually changes and evolves. In short, the global pandemic, felt acutely in almost every region of the world, is forcing us to rethink the ways we do things. In spite of extreme tragedy, including thousands of lives lost, the results have been positive on several fronts. For example, in this time of crisis, many in mainstream society have recognized the need to address several fundamental and persistent problems facing humanity including, but not limited to, the current climate crisis, issues with poverty and the increasing divide between rich and poor, as well as underlying issues of inequity and systemic racism, awareness of which has been enhanced by events in the USA and the ‘Black Lives Matter’ movement. As global citizens, we all have a role to play in these issues, but as geoscientists we also need to realize our potential to assist in the area of the global climate crisis, an issue I will address toward the end of this article. One of the areas that have been impacted most by the COVID-19 situation is education, both at the K–12 and college/university levels. At the time of lockdown, all teachers and university professors and instructors had to quickly (within the space of 2–3 weeks) navigate the transition to online teaching, with little or no preparation time. Course platforms were created, learning materials were amassed and distributed to students at short notice (in clever ways, maintaining distance), instructors got up to speed with online platforms such as Zoom and MS Teams. It was a crazy time during which our own Faculty Association urged its members to refer to these as ‘emergency teaching measures’, recognizing that they by no means approached the requirements of traditional ‘distance education’ delivery. In addition, while there was breathing room for additional preparation in the summer, serious concerns continue around adequate resources and time to continue to deliver effective online programs. Speaking to our own discipline, the highly applied nature of geology, across both solid Earth and environmental fields, obviously presents significant challenges for teaching in an online format. There is also a genuine concern, among us all, for the outright loss of experiential (F2F) learning in practical sessions and laboratories. This being said, it has been encouraging to see the enormous spirit of collaboration among geoscience departments, as well as individual like-minded geoscience educators, across the country since the emergency began in mid-March. This underscores the important role of the Council of Chairs of Canadian Earth Science Departments (CCCESD), comprising geoscience heads from across the country, which has been in regular communication on its email network since the pandemic began. Although I am no longer formally a head, as President and now Past-President of GAC, I have remained on this network, recognizing the important linkages it provides. An enormous range of topics has been discussed by this group, from delivery methods and related resources for specific sub-disciplines, to conferring on numbers of classes and protocols for F2F learning. In April and May, and continuing into the summer, there was also a significant discussion and sharing of ideas on plans for geological field schools in various departments. My sense is that very few departments were able to offer traditional F2F field schools and that many had to improvise, opting for some combination of digital, map-based assignments, coupled with virtual field trips/excursions, or some hybrid of these activiVolume 47 2020 167","PeriodicalId":55106,"journal":{"name":"Geoscience Canada","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Changing Trends and Rethinking Geoscience Education in the Context of a Global Crisis\",\"authors\":\"K. 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For example, in this time of crisis, many in mainstream society have recognized the need to address several fundamental and persistent problems facing humanity including, but not limited to, the current climate crisis, issues with poverty and the increasing divide between rich and poor, as well as underlying issues of inequity and systemic racism, awareness of which has been enhanced by events in the USA and the ‘Black Lives Matter’ movement. As global citizens, we all have a role to play in these issues, but as geoscientists we also need to realize our potential to assist in the area of the global climate crisis, an issue I will address toward the end of this article. One of the areas that have been impacted most by the COVID-19 situation is education, both at the K–12 and college/university levels. At the time of lockdown, all teachers and university professors and instructors had to quickly (within the space of 2–3 weeks) navigate the transition to online teaching, with little or no preparation time. Course platforms were created, learning materials were amassed and distributed to students at short notice (in clever ways, maintaining distance), instructors got up to speed with online platforms such as Zoom and MS Teams. It was a crazy time during which our own Faculty Association urged its members to refer to these as ‘emergency teaching measures’, recognizing that they by no means approached the requirements of traditional ‘distance education’ delivery. In addition, while there was breathing room for additional preparation in the summer, serious concerns continue around adequate resources and time to continue to deliver effective online programs. Speaking to our own discipline, the highly applied nature of geology, across both solid Earth and environmental fields, obviously presents significant challenges for teaching in an online format. There is also a genuine concern, among us all, for the outright loss of experiential (F2F) learning in practical sessions and laboratories. This being said, it has been encouraging to see the enormous spirit of collaboration among geoscience departments, as well as individual like-minded geoscience educators, across the country since the emergency began in mid-March. This underscores the important role of the Council of Chairs of Canadian Earth Science Departments (CCCESD), comprising geoscience heads from across the country, which has been in regular communication on its email network since the pandemic began. Although I am no longer formally a head, as President and now Past-President of GAC, I have remained on this network, recognizing the important linkages it provides. 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引用次数: 2

摘要

有点讽刺的是,就在乔·拜登(Joe Biden)宣布以拜登-哈里斯(Biden- harris)的方式赢得2020年美国大选的第二天,我坐下来撰写这篇《加拿大地球科学》(Geoscience Canada)的文章。我不否认,在保护我们的地球方面,一个更有前瞻性的议程的结果激励了我!在正常情况下,这篇文章应该是继5月中旬我在GAC- mac年度会议上发表的GAC主席演讲之后的文章,但是,不用说,今年的情况一点也不正常。事实证明,cpg领导的年度地球科学大会(我们与MAC一起与其他专业地球科学协会合作)被严重推迟,最终在9月中下旬以在线形式举行。所有正常的GAC和MAC会议相关功能,包括午餐,颁奖典礼和主题演讲,也被推迟,因为我们可以在2021年5月在安大略省伦敦(西安大略大学)的未来面对面(F2F)设置中有一个双队列。广汽的情况是整个社会正在发生的事情的一个缩影,随着形势的不断变化和发展,不断调整,计划延迟和新系统投入运行。简而言之,在世界几乎每个地区都能强烈感受到的全球大流行病迫使我们重新思考我们的做事方式。尽管发生了极端的悲剧,包括数千人丧生,但在几个方面取得了积极的结果。例如,在这个危机时期,主流社会的许多人已经认识到需要解决人类面临的几个基本和持久的问题,包括但不限于当前的气候危机,贫困问题和贫富差距日益扩大的问题,以及不平等和系统性种族主义的潜在问题,美国和“黑人的命也是命”运动的事件增强了人们对这些问题的认识。作为全球公民,我们在这些问题上都有自己的角色,但作为地球科学家,我们也需要认识到我们在全球气候危机领域的潜力,我将在本文的最后讨论这个问题。受新冠疫情影响最大的领域之一是教育,包括K-12和学院/大学教育。在封锁期间,所有教师、大学教授和讲师都必须迅速(在2-3周的时间内)过渡到在线教学,几乎没有准备时间。课程平台被创建,学习材料被收集起来,并在短时间内分发给学生(以巧妙的方式,保持距离),教师们跟上了Zoom和MS Teams等在线平台的步伐。这是一个疯狂的时期,我们自己的教师协会敦促其成员将这些称为“紧急教学措施”,认识到它们根本无法达到传统“远程教育”交付的要求。此外,虽然在夏季有更多的准备空间,但关于是否有足够的资源和时间继续提供有效的在线课程的严重担忧仍然存在。谈到我们自己的学科,地质学在固体地球和环境领域的高度应用性质,显然对在线教学提出了重大挑战。我们所有人都真正关心的是,在实践课程和实验室中彻底失去了经验(F2F)学习。话虽如此,自3月中旬紧急情况开始以来,看到全国各地地球科学部门以及志同道合的地球科学教育工作者之间的巨大合作精神令人鼓舞。这凸显了加拿大地球科学系主席委员会(CCCESD)的重要作用,该委员会由来自全国各地的地球科学负责人组成,自疫情开始以来一直通过其电子邮件网络进行定期沟通。虽然我不再是GAC的正式负责人,但作为GAC的主席和前任主席,我认识到它提供的重要联系,我一直留在这个网络上。这个小组讨论了大量的主题,从特定子学科的交付方法和相关资源,到授予F2F学习的课程数量和协议。在4月和5月,一直持续到夏季,各部门还就地质实地学校的计划进行了重要的讨论和交流。我的感觉是,很少有院系能够提供传统的F2F实地学校,许多院系不得不即兴发挥,选择一些数字的、基于地图的作业的组合,加上虚拟的实地考察/短途旅行,或者这些活动的一些混合
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Changing Trends and Rethinking Geoscience Education in the Context of a Global Crisis
It is somewhat ironic that I am sitting down to compose this Geoscience Canada article one day after Joe Biden was declared the winner of the 2020 US election on the Biden-Harris ticket, and I won’t deny that the result of a more forwardlooking agenda in regards to safeguarding our planet has inspired me! Under normal circumstances this article would follow from my GAC Presidential address delivered at the annual GAC-MAC meeting in mid-May, but, needless to say, this year has been anything but normal. As it turns out, the annual CSPG-led Geoconvention, in which we, along with MAC, were partnered together with other professional geoscience societies, was significantly delayed and ultimately held in an online format in midto late-September. All normal GAC and MAC meeting-related functions, including luncheons, awards, ceremonies and keynote talks, were also postponed with the idea that we could have a double cohort in a future face-to-face (F2F) setting in London, Ontario (Western University), in May 2021. The circumstances at GAC have been a microcosm of what is happening across society as a whole, with continuous adjustments, delays in plans and new systems put into operation as the situation continually changes and evolves. In short, the global pandemic, felt acutely in almost every region of the world, is forcing us to rethink the ways we do things. In spite of extreme tragedy, including thousands of lives lost, the results have been positive on several fronts. For example, in this time of crisis, many in mainstream society have recognized the need to address several fundamental and persistent problems facing humanity including, but not limited to, the current climate crisis, issues with poverty and the increasing divide between rich and poor, as well as underlying issues of inequity and systemic racism, awareness of which has been enhanced by events in the USA and the ‘Black Lives Matter’ movement. As global citizens, we all have a role to play in these issues, but as geoscientists we also need to realize our potential to assist in the area of the global climate crisis, an issue I will address toward the end of this article. One of the areas that have been impacted most by the COVID-19 situation is education, both at the K–12 and college/university levels. At the time of lockdown, all teachers and university professors and instructors had to quickly (within the space of 2–3 weeks) navigate the transition to online teaching, with little or no preparation time. Course platforms were created, learning materials were amassed and distributed to students at short notice (in clever ways, maintaining distance), instructors got up to speed with online platforms such as Zoom and MS Teams. It was a crazy time during which our own Faculty Association urged its members to refer to these as ‘emergency teaching measures’, recognizing that they by no means approached the requirements of traditional ‘distance education’ delivery. In addition, while there was breathing room for additional preparation in the summer, serious concerns continue around adequate resources and time to continue to deliver effective online programs. Speaking to our own discipline, the highly applied nature of geology, across both solid Earth and environmental fields, obviously presents significant challenges for teaching in an online format. There is also a genuine concern, among us all, for the outright loss of experiential (F2F) learning in practical sessions and laboratories. This being said, it has been encouraging to see the enormous spirit of collaboration among geoscience departments, as well as individual like-minded geoscience educators, across the country since the emergency began in mid-March. This underscores the important role of the Council of Chairs of Canadian Earth Science Departments (CCCESD), comprising geoscience heads from across the country, which has been in regular communication on its email network since the pandemic began. Although I am no longer formally a head, as President and now Past-President of GAC, I have remained on this network, recognizing the important linkages it provides. An enormous range of topics has been discussed by this group, from delivery methods and related resources for specific sub-disciplines, to conferring on numbers of classes and protocols for F2F learning. In April and May, and continuing into the summer, there was also a significant discussion and sharing of ideas on plans for geological field schools in various departments. My sense is that very few departments were able to offer traditional F2F field schools and that many had to improvise, opting for some combination of digital, map-based assignments, coupled with virtual field trips/excursions, or some hybrid of these activiVolume 47 2020 167
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来源期刊
Geoscience Canada
Geoscience Canada 地学-地球科学综合
CiteScore
3.30
自引率
0.00%
发文量
9
审稿时长
>12 weeks
期刊介绍: Established in 1974, Geoscience Canada is the main technical publication of the Geological Association of Canada (GAC). We are a quarterly journal that emphasizes diversity of material, and also the presentation of informative technical articles that can be understood not only by specialist research workers, but by non-specialists in other branches of the Earth Sciences. We aim to be a journal that you want to read, and which will leave you better informed, rather than more confused.
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