Affective Domain Dilemmas
This collection of dilemmas began at the February 2007 Workshop as a way of harnessing the collective expertise of the participants to help each other figure out how best to deal with scenarios and situations that commonly arise in the geoscience classroom. A short write-up of the "dilemma method" was presented at the October 2007 POD workshop on the Affective Domain in teaching and learning, where further solutions to the dilemmas were written.Help
Results 1 - 10 of 27 matches
Attitudes About Working in Groups versus Individually part of Cutting Edge:Affective Domain:Dilemmas
A student comes to your office after class and states "I don't do groups." Group work is an important component of your Introductory Geology course. Teamwork is an primary learning objective of the course. Furthermore, the course is based on project-based learning, and 30% of each individual grade is calculated from group projects. What do you do? Do you require a group activity under any circumstance? Do you try to get the person to buy-in on collaborative work? Or, do we find an equitable alternative?
Recruiting Under-represented Minorities into a Geoscience Program part of Cutting Edge:Affective Domain:Dilemmas
Students of under-represented groups have little to no interest in the Svalbard REU program. Despite concerted recruitment efforts, members of under-represented groups often don't apply to the program. We use direct mailings (with recruitment posters) and presentations, advertisement at national meetings with minimal success. We can not seem to be able to place this paid opportunity on their "radar-screen."
Irrecoverable Failure part of Cutting Edge:Affective Domain:Dilemmas
The course is an Earth Science for Teachers course. The content is outlined in a popular 16-chapter introductory text. Licensing for teachers specifies a certain block of content to be covered, which is about 12 of the 16 chapters. The professor gave two high-stakes (counted for grade) quizzes to prepare students for their first test, over four chapters, which is an essay exam. Quiz grades were low, so the teacher chastised the class about being unmotivated and urged them to study more.
Mineralogy Motivation - A Real-Life Tale of Woe part of Cutting Edge:Affective Domain:Dilemmas
I teach mineralogy (do you feel my pain?). Mineralogy has a reputation for being a "weed out" course, and not very many students look forward to taking this class. But in addition, in our department I've encountered another problem: we have a degree option in paleontology, and students who self-select this option basically want to be Jack Horner and head out to the hills to dig up dinosaur bones.
Field Trip Anxiety part of Cutting Edge:Affective Domain:Dilemmas
A few years into teaching my physical geology course, I made a bold move and added an all-day, mandatory field trip to the course. With 120 students in the course, orchestrating this field trip was neither an easy nor inexpensive task. I used the field trip as a major milestone of the course, talking it up for weeks beforehand, and structuring the lectures, labs and homework assignments to lead up to the Big Day. I am usually a pretty enthusiastic teacher, and my own excitement for the upcoming field trip was enough to make most of the students roll their eyes.
Trilobites Live! part of Cutting Edge:Affective Domain:Dilemmas
I teach Historical Geology at a large public university. As I was setting up class the other day, a student, Eric, nervously approached me and asked a question that caught me off-guard. "How do you know for sure that trilobites and humans didn't co-exist?" he asked. I smiled, thinking he was making a joke. After all, we were several weeks into a second-semester geology course and this was the first time he had expressed these ideas. "Nice one," I said, "how can I really help you today?" But then I realized he wasn't trying to be funny. His face turned stoic and serious, but before I could gather myself and formulate an answer, he continued, "You throw around these huge numbers for the age of the earth, the age of the rocks and the age of the fossils. But how do you know? Aren't you just repeating the numbers that you have read elsewhere? In a church group, we learned that humans and all other life were created at the same time, only a few thousand years ago."
Avoiding hopeless paralysis part of Cutting Edge:Affective Domain:Dilemmas
In an intro class, I wanted to engage students and show them the importance of the field of geology in their lives. So I presented the evidence for an imminent peak in world oil production and explained how oil forms, how long that takes and how difficult it is to find. I followed the bad news with some good news about research into energy efficiency and alternative energy sources. I assigned the students to write minute-papers at the end of class about this lecture.
Scientific uncertainty and global warming part of Cutting Edge:Affective Domain:Dilemmas
Climate change is the major environmental issue facing all inhabitants of spaceship Earth. As Earth science educators, we must inform students about the scientific consensus on global warming and projections of future warming through this century. Recent research has resulted in a dramatic advance in our understanding of climate history.
Selective use of evidence to support viewpoints part of Cutting Edge:Affective Domain:Dilemmas
In an Introductory Geology class you give your students a final project where they select their own topic of interest. John chooses the topic on the theory of evolution. By the time of your first meeting to discuss the project, he found a lot of information on the Internet which claims to have evidence that disproves the theory of evolution.
Sermon of the rocks part of Cutting Edge:Affective Domain:Dilemmas
Professor Jones has taught in the geology department for 30 years. His notions of teaching and learning can be summarized in the saying, "I'm here to teach, and students are here to learn." His approach to teaching involves lecturing from the textbook that he authored. Lectures, for Dr. Jones, are not unlike a Sunday sermon. He talks and some students listen. Others sleep, read newspapers, and surf the Web. Student evaluation of his classes and teaching effectiveness are routinely low.