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 11 - 20 of 27 matches
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.
Working for big oil part of Cutting Edge:Affective Domain: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."
The Legacy of "We've always done it this way" part of Cutting Edge:Affective Domain:Dilemmas
Joe recently completed his PhD and has landed a tenure track faculty position in the geology department at "Research U" for the fall semester. Joe will be teaching a large introduction to physical geology course in the spring. Research U has a variety of resources to help Joe develop his course and integrate the "affective domain," active learning, "clickers," etc. into his teaching. However, the department has a strong emphasis on research and views innovative teaching as not a priority. While in graduate school, Joe TAed both lower level introductory lectures and an upper level lab class, but received no formal training in teaching and was encouraged by his research advisor "just get by teaching."
"I Want to Believe You": Is there comfort in simplicity and discomfort from complexity? part of Cutting Edge:Affective Domain:Dilemmas
Professor Spurrier has prepared carefully for a presentation on paleoclimates, in an effort to have students learn about past climate changes. She presents information on current and historical measurements, tree ring data, ice core data, and ocean sediment data, going further into the past and demonstrating the inferences on what the climates were like. The students seem restless with this presentation, and finally one bright student raises his hand.
Empathy part of Cutting Edge:Affective Domain: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.
Al's bandwagon part of Cutting Edge:Affective Domain:Dilemmas
In the eight person seminar class is an inquisitive, nontraditional, student who is a motivated popular science reader. This student challenges the conclusions made by the vocal majority of scientists that global warming is caused by human activity.
Is planetary change bad? part of Cutting Edge:Affective Domain:Dilemmas
We hear about global warming as a problem and there is a reasonable consensus that humans are exacerbating the problem. Our global population is currently about 6 billion, and scientists estimate that the planet's capacity to sustain ends at about 12 to 15 billion. Doubling time is 38 years. Next examine the core profile. Tundra pollen lies in the lowest layers, sage and prairie grasses in the middle and spruce and pine pollen in the top.
Water Conservation versus Ecosystem Preservation part of Cutting Edge:Affective Domain:Dilemmas
Nearly all of the water in the Colorado River system is removed for agricultural, industrial, and residential uses before it reaches the mouth of the river. However, the water delivery system in southern Arizona and California has a number of leaks (mostly seepage through the bottom of unlined canals), by which some of the water moves through the subsurface and back into the lower reaches of the river, sustaining a limited ecosystem in the Colorado River Delta.
Gender Dynamics part of Cutting Edge:Affective Domain:Dilemmas
A Geosciences program and classes has few to no female students in them. One female faculty wants to expand the diversity of the program. She then teaches an introductory course to increase enrollment of female students. This course however is full of students who hold the following attitudes:
Too Cool for Science part of Cutting Edge:Affective Domain:Dilemmas
On a frigid Minnesota afternoon, I had just finished a mini-lecture in my introductory class, and I threw out a question to the whole class. Chris responded enthusiastically with a wonderful and correct contribution. At which point, Sam groaned and said, in a voice audible to the entire class,"suck up!" A few other eyes rolled, and other hands that had been raised were slowly lowered.