teaching

"Emphasize a new way of teaching and learning about science that reflects how science itself is done, emphasizing inquiry as a way of achieving knowledge and understanding about the world"

AAAS and NRC

In traditional classroom model of learning:

students are required to learn massive amounts of information before being afforded opportunities to engage in meaningful inquiry.

In student-centered instruction model:

Students take an active role in their own learning, conduct investigations and use their observations as a basis for constructing scientific concepts and developing scientific models

Emphasis is on the process of science rather than the presentation of facts

The role of the instructor is to guide students to develop a functional understanding of the material

The Instruction and Curriculum development are informed by Research in how students learn

When asked what he valued in his own work, Samuel Backett replied:

"What I don't understand"

(Adam Higgins)

COURSES

Earth Systems Science I & II These courses are designed to provide an integrated view of the Earth systems through the analysis of its components and their mutual interaction. Taking a problem-oriented approach, students learn to conduct scientific investigations, model the grand cycles and systems of our planet. They investigate in depth two examples of phenomena emerging from the complex interactions among Earth systems spheres: the onset of glaciations in the northern Hemisphere and of Monsoon

graduate courses

Environmental Systems Science - Implementing GLOBE The course explores the interdependent relations among atmosphere, hydrosphere, biosphere and Earth surface. Through inquiry-based laboratory and the field investigations students learn to take scientifically valid measurements in the fields of atmosphere, hydrology, soils, and land cover/phenology. They gain experience in the analysis and presentation of scientific data, design and investigate their own science inquiry questions and present oral and written reports to their peers.

Physical Sciences I for Science Teachers This course, through in-depth study of simple physical systems and their interactions, is designed to provide a direct experience with the process of science and promote an integrated view of the physical sciences. Specifically, in the context of astronomy, teachers start from their own observations of the relative motion of the celestial bodies and develop basic physical concepts, use and interpret different forms of scientific representations and construct explanatory models with predictive capability. As professional educator actively participating in the process of science teachers are asked to engage in the reflection on what does it mean to do, teach and learn science in light of the National and State MST standards and the newly designed NYC spiral science curriculum.

Urban geology In this course students examine the surface topography and bedrock of the New York City metropolitan area and their relationship to geological process. The course focuses particularly on the geological, physical and chemical processes responsible for the development of the urban area landscape, with an emphasis on the interplay of structure, processes and time.

Igneous Petrology