WyoScholar Institutional Repository
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Recent Submissions
Item Socioscientific Issues Quick Start Guide for Teachers(University of Wyoming, 2025-08-02)Today’s global challenges call for a shift in how science is taught, particularly in helping students understand and respond to complex, real-world issues. Socioscientific issues (SSI) offer a powerful way to teach science through issues that are relevant, controversial, and rooted in both scientific and social contexts. Research shows that SSI-based instruction can boost student engagement, critical thinking, scientific literacy, and ethical reasoning. However, many teachers struggle to implement it due to time constraints, limited resources, and a lack of support. This project responds to that need by creating a practical, research-informed tool designed to help high school science teachers get started with SSI instruction. The results provide a step-by-step unit planning guide for interested teachers to use when planning SSI units by translating the research into practice for them. Although the tool has not yet been tested in classrooms, it provides an entry point for teachers seeking to incorporate socioscientific issues into their practice.Item Pathways to Partnership: A National Survey on University Organizations in Outdoor Recreation, Tourism, and Hospitality(University of Wyoming Libraries, 2025-08-20)This benchmarking report summarizes key findings from a national survey of university based organizations engaged in outdoor recreation, tourism, hospitality, and agritourism. Nine institutions participated, offering insights into their organizational structures, funding models, staffing, programmatic focus, and partnerships. Despite differences in scale and institutional alignment, many organizations shared common challenges and aspirations—chief among them, achieving financial sustainability, expanding staff capacity, and deepening engagement with state agencies and rural communities.Item CORE-CM extension for GeMS (Geologic Map Schema)—A standard format for the digital publication and analysis of Carbon Ore, Rare Earth, and Critical Minerals(University of Wyoming, School of Energy Resources, 3D Visualization Center, 2025-08-18)The Carbon Ore, Rare Earth, and Critical Minerals (CORE-CM) Initiative, led by the U.S. Department of Energy, seeks to strengthen domestic supply chains for rare earth elements (REEs) and critical minerals (CMs) sourced from unconventional resources such as coal, mine tailings, and industrial byproducts. To support this effort, the 3D Visualization Center, in collaboration with the Center for Economic Geology Research at the University of Wyoming’s School of Energy Resources, has developed a standardized relational database schema—referred to as the CORE-CM extension. This schema builds upon the U.S. Geological Survey’s Geologic Map Schema (GeMS) to provide a consistent and interoperable format for organizing and analyzing geochemical datasets. Designed to enhance data integration, storage, and visualization across regions, the CORE-CM extension lays the groundwork for advanced geoscientific modeling and collaborative data sharing. While initially focused on carbon-based resources, the schema is adaptable to a wide range of unconventional and secondary sources and will continue to evolve in response to technological progress and stakeholder needs.Item Toward a More Sustainable Open Education Community: Panelists Share Their Work in OEP and Identify Strategies for Bridging the Primary, Secondary, and Tertiary Sectors(OE Global Conference, 2024-11)This panel presentation is an expansion to the research presentation, “Toward a more sustainable open education community: Breaking through barriers to bridge primary, secondary, and tertiary open practices”. We suggest that even though Open Educational Practices (OEP) are supported and implemented differently across these sectors, working together as boundary spanners (Walz & Farley, 2023) can be a productive contribution to OEP sustainability. Addressing this gap is important to providing equitable quality education to all which is a UN Sustainable Development Goal. The panelists in this presentation were strategically selected to represent diverse perspectives across educational sectors (primary/secondary teacher librarian, tertiary/Higher Education librarians, Teacher Education faculty, Professional Staff, and state-level Government Leader). They will discuss commonalities and differences in their OEP work, perceived barriers, and opportunities, and share concrete examples where bridging the gap has positively impacted OEP implementation and advancement in their communities. Some of the barriers that challenge boundary spanning include a lack of OEP and OER awareness (at all levels), including not understanding the need for OEP and OER in the first place. Copyright fears and gatekeeping around ownership and sharing materials prohibit engagement and, in some regions, primary and secondary teachers are required to obtain permission to openly license and publicly share their work. Where OEP does bridge primary, secondary, and tertiary sectors, inequities persist regarding how a contributor is compensated for their work, putting at risk the sustainability of these partnerships. From a governance perspective, stakeholder turnover at the state or provincial level is challenging to move this work forward. Widespread uncertainty regarding budget availability also threatens the sustainability of this work. This panel, however, is optimistic that by working together, we can impact the sustainability of OEP by empowering multi-level awareness and engagement. Panelists agree that the first step is to work towards policy that permits teachers, especially K-12 teachers, to engage in OEP. Furthermore, understanding and valuing one another's contributions is key; one potential solution is through common language about OEP that honors and recognizes this work, especially at primary and secondary levels. Panelists will also share their observations regarding the “Teacherpreneuer” mindset, where teachers could work as educational leaders and policymakers to incentivize and grow OEP engagement instead of commodifying teaching resources. Where copyright fears and debates around ownership keep educators from engaging, Creative Commons licenses provide a “third space” by shifting the focus from ownership to one of access, equity, and impact. Finally, panelists will discuss opportunities to bridge OEP across sectors through adopting and adapting open curricula and by collaborating in projects that require multi-level engagement.Item “What do you do again?” Connecting the Dots from Your Role to Open Education(Open Education Conference, 2024-10-08)Open Education work is typically categorized in one of two ways: either it's not explicitly outlined in your job description, yet you recognize its relevance across all roles, or it constitutes the primary focus of your job, necessitating communication with leaders, boards, and community partners to ensure its value and sustainability. In either case, how do you convey how open education functions within your position? Join us for a facilitated discussion where the presenters will share their experiences integrating open education effectively within their roles. Learn strategies for marketing open education to your department, organization, or community, and discover how to build connections that highlight its value in your specific context. These connections serve as a form of self- advocacy and self care, fostering understanding and community engagement with open education.
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