Laura Guertin received her B.A. in Geology from Bucknell University and her Ph.D. in Marine Geology and Geophysics from the University of Miami’s Rosenstiel School of Marine & Atmospheric Science. Dr. Guertin’s primary research focus is the effective integration of innovative technologies to improve student learning in introductory-level geoscience courses, particularly to improve student scientific literacy, information literacy, and geospatial skills. Research projects have included student-generated audio narratives, ePortolios with Google Earth and ArcGIS Story Maps, and other technological tools for geoscience research and outreach. In 2009, she was recognized at the national level with the Biggs Earth Science Teaching Award from the Geological Society of America (GSA). In 2015, Dr. Guertin was elected as a GSA Fellow and was named one of 100 women nationwide as an INSIGHT Into Diversity Inspiring Women in STEM.
She is the campus coordinator for the environmental inquiry minor and Earth sustainability certificate. She has received funding from the National Science Foundation, EPA, and the Society of Women Environmental Professionals. She is the past chair of the Geoscience Division of the Council on Undergraduate Research and a former councilor-at-large with the National Association of Geoscience Teachers. She currently serves on the Board of Trustees of Tyler Arboretum. She blogs for the American Geophysical Union (AGU) on geoscience education and educational technology at GeoEd Trek: http://blogs.agu.org/geoedtrek/ and in 2015 was named to EdTech’s Dean’s List for Must-Read Higher Education I.T. Blogs. She enjoys traveling to National Parks and attending Philadelphia sporting events.
Media inquiries on pedagogical integration of technological tools welcome.
Ten Select Publications
Committee for Convocation on Integrating Discovery-Based Research into the Undergraduate Curriculum (Guertin and 11 others), Division on Earth and Life Studies, Division of Behavioral and Social Sciences and Education, and the National Academies of Sciences, Engineering, and Medicine. (2015). Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington D.C.: National Academies Press. http://www.nap.edu/catalog/21851
Guertin, L.A. (2014). Introducing university students to authentic, hands-on undergraduate geoscience research in entry-level coursework. In: V. Tong (Ed.), Geoscience Research and Education: Teaching at Universities. Netherlands: Springer, 215-221.
Dufoe, A., Guertin, L.A. (2013). Using iBooks Author to create Earth science classroom content for the iPad. The Earth Scientist, 29(2): 29-31. Undergraduate student lead author.
Guertin, L.A., Stubbs, C., Millet, C., Lee, T.K., Bodek, M.J. (2012). Enhancing geographic and digital literacy with a student-generated course portfolio in Google Earth. Journal of College Science Teaching, 42(2): 32-37.
Guertin, L.A., Neville, S.E. (2011). Utilizing Google Earth to teach students about global oil spill disasters. Science Activities: Classroom Projects and Curriculum Ideas, 48(1): 1-8. Undergraduate student co-author.
Scholtz, L.A., Guertin, L.A. (2010). Using tombstone records from Centralia, PA, to evaluate the effects of mining activities on male survivorship. The Pennsylvania Geographer, 48(1): 3-15. Undergraduate student lead author.
Guertin, L.A. (2009). Using Just-in-Time Teaching in the Geosciences. In: S. Simkins & M.H. Maier (Eds.), Just-in-Time Teaching (JiTT) Across the Disciplines, Across the Academy. VA: Stylus Publishing, LLC, 101-116.
Woodruff, J.B., Acuna, E.B., Silano, R.L., Guertin, L.A. (2009). Enhanced podcast of Pennsylvania tree biodiversity in Ridley Creek State Park. Journal of the Pennsylvania Academy of Science, 83(2/3): 90-93. Undergraduate student lead authors.
Guertin, L.A., S.E. Zappe, and H. Kim. (2007). Just-in-Time Teaching (JiTT) exercises to engage students in an introductory-level dinosaur course. Journal of Science Education and Technology 16: 507-514.
Guertin, L.A. (2006). Integrating handheld technology with field investigations in introductory-level geoscience courses. Journal of Geoscience Education 54: 143-146.