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
Affective Domain Vocabularyshowing only Student Attitudes Show all Affective Domain Vocabulary
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Transforming Attitudes and Killing Interest in Introductory Geology Classes for Majors part of Dilemmas
Students enter Physical Geology with great interest in geology regardless of declared major or academic rank. Approximately 70% of students (n=306) declared a high level of interest in multiple aspects of geosciences. However, at the end of the semester, less than 30% of the same population recorded a high interest in geology (regardless of declared major, academic rank).
Fixation on grades part of Dilemmas
Each semester our university offers several large-enrollment (n ~ 220) sections of a lecture-based introductory physical geology course. Although the course can be counted toward a geological sciences major, it functions mostly as a service course that provides non-major students a science credit necessary for graduation.
Attitudes About Working in Groups versus Individually part of 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 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 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.
Pissed about PlutoThe nature of science and how do we teach it part of Dilemmas
Sarah is a student in a science class for teachers. The class started working on a scale model of the solar system and when we got to the topic of Pluto, Sarah was distraught that Pluto had been "plutoed." During elementary school Sarah had done a report on Pluto that included creating a model of the planet, for which she received much positive feedback.
Meeting learning goals with a below average course part of Dilemmas
During the fall 2006 semester I taught a first year writing seminar entitled "The World's Oceans in the Global Environment," a course designed to introduce students to important topics in marine science in the context of Earth systems science, as well as key issues in ocean policy (e.g., fisheries, implementation of marine protected areas, etc.). As a writing seminar, most student work during the semester was in the form of writing assignments.
Field Trip Anxiety part of 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.
Working for big oil part of Dilemmas
A student has already completed several courses in geology and is seriously considering majoring comes to you with the following personal dilemma. The student has realized that the most lucrative employment opportunities are with major oil and mining industries. However, she doesn't want to put herself in a position of working for one of the "bad guys."
Empathy part of Dilemmas
Students in a small upper level class discussing global warming students argue that anything we do to "save" the environment is worth any cost and ultimately benefits everyone equally. We explain that a person in another country might be willing to accept a degraded environment in exchange for economic improvement. Students are willing to accept that as an intellectual argument but it becomes clear in subsequent discussions that they did not change their arguments to accommodate this idea.