Cutting Edge > Career Prep > Workshop 07 > Workshop Program 07

Workshop Program

Note: the 2007 workshop is over. Find out more about the "Preparing for an Academic Career in the Geosciences" workshops, or read on for more information about the 2007 workshop.
2007 Workshop. Photo by Carol Ormand, courtesy of Carol Ormand.
Jump down to Friday * Saturday * Sunday

Thursday, August 2, 2007


1:00-5:30 Registration and arrival
Participant check in at Smith Hall. See travel and logistics page for additional information.

Optional Pre-Workshop Events on Thursday Afternoon


These pre-workshop events will be held in the Department of Geology and Geophysics, Weeks Hall.

2:30-3:30 Concurrent Sessions


3:45-4:45 Concurrent Sessions

Workshop Begins


View of Lake Monona from the Pyle Center. Photo by Carol Ormand, courtesy of Carol Ormand.

Workshop sessions will be in the Pyle Center

5:30-6:00 Informal reception (optional) with cash bar, ATT Lounge

6:00-7:00 Dinner

7:00-9:00 Introductions and Opening Session, Pyle Center, ATT Lounge
Welcome, Introductions, Workshop Goals and Overview
Heather Macdonald and Robyn Wright Dunbar

Where Do You Want to Go? - A Spectrum of Academic Careers: Panel and Discussion
Jean Bahr, University of Wisconsin, Kurt Friehauf, Kutztown University of Pennsylvania; Mike Phillips, Illinois Valley Community College; Ashanti Pyrtle, University of South Florida; David Steer, University of Akron
Each panelist will give a five-minute overview of his or her current job. Following the presentations, all of the workshop leaders will field questions. The goal is for participants to learn more about the diversity of job opportunities available in academia.
  • Our career profiles page has links to profiles of many geoscientists, including many of of the 2007 Career Prep workshop leaders, in both non-traditional and traditional academic careers.
2007 Workshop session on preparing now for your future academic career. Photo by Carol Ormand, courtesy of Carol Ormand.

Friday, August 3, 2007


7:00-8:00 Breakfast at Smith Hall

8:15-8:55 Overview of Day and Preparing Now For Your Future Academic Career in the Geosciences
Pyle Center Room 325/326
Heather Macdonald

Theme for the day: Who are you as a teacher?



9:00-10:00 Research on Learning: Concurrent Sessions
Participants: Please complete the Index of Learning Styles Questionnaire and record your results on the webpage set up to collect the data prior to the workshop. Robyn will use your (collective) data in her presentation.
2007 Workshop participants are, on average, strongly visual learners.
Teaching Science: What Research Tells Us About Science and Learning
Robyn Wright Dunbar
This session is designed for those who are not yet familiar with the application of research on learning to teaching or who want a review.
Moving Forward: Your Own Scholarship of Teaching and Learning (PowerPoint 472kB Jul30 07)
David Steer
This session is designed for those who have a working familiarity with the application of research on learning to teaching.
10:00-10:15 Break

10:15-11:15 Breakout Sessions
  • Developing Interactive Lectures (PowerPoint 951kB Jul30 07) - David Steer
  • Lecturing is one of the most efficient ways for professors to deliver content to students, but even with the best lecturers, students sitting passively in a class may receive very little of the content delivered. We'll discuss numerous ways to make lectures an active experience for students, whether for a class of 20 or 200. Specific examples will include ideas for small group work, muddiest point exercises, think-pair-share activities, group data collection, and using personal response systems (clickers) effectively with conceptests.
    • This handout (Microsoft Word 252kB Jul30 07) is a series of nine examples of interactive lecture exercises illustrating the techniques David uses.
    • The Starting Point page on Interactive Lectures links information on pedagogy with teaching examples.
    • Assessment Using ConcepTests has information about ConcepTests and their uses, as well as links to additional resources.
    Lunch at the Pyle Center. Photo by Carol Ormand, courtesy of Carol Ormand.
  • Project-based Learning in Introductory and Upper-level Geoscience Courses - Kathy Surpless
  • Teaching Geoscience with Data, Models, and Visualizations (PowerPoint 1.9MB Jul30 07) - Paul Hoskin


  • 11:25-12:25 Breakout Sessions (repeated)

    12:30-1:15 Lunch

    1:15-1:45 Birds of a Feather Discussions:
    Dual careers, families, balance, and more; International scientists in the U.S.; and other topics

    2:00-3:30 Designing Effective Classroom/Laboratory Activities

    Heather Macdonald
    For this activity, you will work in small groups to review and then develop or refine a classroom or lab activity that addresses a key concept or skill in your discipline. This session will be an opportunity to share ideas with other participants as you consider different ways to teach that concept or skill.
    • Daily Class Planning links to resources to help you develop your own classroom, lab, or field activities, or to find existing activities that meet your needs.
    • How to Plan a Single Class Period provides guidance in planning a lesson, from setting learning goals for the day to assessing whether students have met those goals. This page includes specific geoscience examples and a worksheet you can use to plan a class period.
    • Characteristics of an Effective Assignment/Activity (Microsoft Word 21kB Aug4 07) is a list compiled by 2007 workshop participants during this session.
    3:30-3:45 Break

    Robyn Wright Dunbar describes the key elements of a strong teaching statement. Photo by Carol Ormand, courtesy of Carol Ormand.
    3:45-5:00 Teaching Statements Concurrent Sessions: Articulating Your Teaching Goals and Highlighting Your Accomplishments
    Introduction to Teaching Statements
    Robyn Wright Dunbar
    This session is designed to "jump start" the writing process for those who have yet to draft a teaching statement. Participants will articulate their teaching goals and accomplishments, and begin the process of folding these into a concise teaching statement.
    Review of Teaching Statements
    Heather Macdonald and all other leaders
    Participants who submitted teaching statements in advance will work in small groups, each with a workshop leader, reviewing each other's statements and offering feedback. Leaders will also offer their comments.
    • Your Teaching Statement is a list of resources describing how to write your own personal teaching statement. At the top of the list is a worksheet to help you through the process.

    5:00-5:20 Reflection time and Daily "road check"

    6:30 Dinner - Pyle Center

    Saturday, August 4, 2007


    7:00-8:00 Breakfast, Smith Hall

    2007 Workshop participants practice describing their research to colleagues. Photo by Carol Ormand, courtesy of Carol Ormand.

    Theme for the morning: Who are you as a researcher?


    Pyle Center

    8:15-8:30 Overview of Day and Report on Daily Feedback

    8:30-9:10 Presenting Yourself to Others (PowerPoint 4.6MB Jul30 07)
    Heather Macdonald
    In the job search process you will have very brief, yet critical, opportunities to convey your work to others. Participants in this session will refine a personal "Elevator Talk," a paragraph that describes the nature and significance of your research, and which is geared to a more general audience. You will then practice giving this talk to others.
    9:15-9:45 The Role of Research in Launching a Faculty Career (PowerPoint 51kB Jul31 07)
    Heather Macdonald and other leaders
    This session will help you focus a vision statement for your research and start you thinking about how your research will integrate with your teaching, where it might lead in the future, and how it might differ depending upon the institution type.
    9:45-10:00 Break

    10:00-11:00 Moving Your Research Forward to New Settings: Breakout Sessions
    2007 Workshop participants, small group discussion. Photo by Carol Ormand, courtesy of Carol Ormand.
    Two-year colleges
    Mike Phillips
    Primarily undergraduate institutions (PUI)
    Kurt Friehauf, Paul Hoskin, and Kathy Surpless
    Graduate institutions
    Jean Bahr, Liz Canuel, Ashanti Pyrtle, and David Steer
    • Moving Your Research Forward lists resources to help you both in publishing your current research and in thinking beyond your dissertation to a research program of your own.

    11:10-11:50 Research Statements: Concurrent Sessions
    Introduction to Research Statements
    Heather Macdonald and other workshop leaders
    This session is designed to "jump start" the writing process for those who have yet to draft a research statement. It will include a short presentation on research statements and will include stime to work on your research vision and outline a research statement.
    Review of Research Statements
    Robyn Wright Dunbar and other workshop leaders
    Participants who submitted research statements in advance will review each other's research statments and will discuss key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university)different.
    2007 Workshop participants, discussing their career choices. Photo by Carol Ormand, courtesy of Carol Ormand.
    12:00-1:00 Lunch

    Theme for the afternoon: Choosing Where You Want to Go and Getting There


    1:10-2:30 Mapping Your Career: Choices, Balance, and Action Planning
    Heather Macdonald
    Given where you are in your career and what you have learned at this workshop, reflect on your long term goals or "dream job." What are your next steps? What advice would help you most at this point?
    2:30-2:45 Break

    2:45-4:00 The Academic Job Search: Applications, Interviews, and Job Talks
    Paul Hoskins, Kathy Surpless, Jean Bahr, and Mike Phillips
    How to tailor your application for each advertised position, what to expect during your interview, and how to prepare an effective "job talk" (research presentation or teaching demonstration). Brief presentations will be followed by a question and answer period.
    • The Job Search is a collection of resources for people looking for jobs in academia. It includes information on beginning your search, assembling your application materials, interviewing, negotiating, and dealing with additional considerations (such as being part of a dual career couple).
    • The job talk, (PowerPoint 30kB Aug2 06) from Ann Bykerk-Kauffman, summarizes a few key points about how to give an effective presentation during an on-campus interview.
    4:00-4:50 Negotiating
    Jean Bahr and Liz Canuel
    What to expect in the negotiation process, what is negotiable, and the importance of negotiating for what you need (and making sure you get it in writing).
    • Effective Negotiations (Acrobat (PDF) 219kB Aug5 07) is Liz Canuel's presentation for this session, highlighting the difference between an offer and a contract, and offering advice on negotiating salary, teaching load, start-up, and space.
    • A View from the Other Side of the Table (PowerPoint 48kB Jul30 07) offers Jean Bahr's perspective on negotiations, as a department chair.
    • Negotiating for What You Need to be Successful is a collection of resources about negotiating an academic contract -- what to negotiate for, and how to negotiate effectively (and pleasantly).
    • Online articles on negotiation (Microsoft Word 33kB Aug1 07) is a list, from Jean, of additional online resources about negotiating a contract.
    At the "picnic," held indoors due to rain. Photo by Carol Ormand, courtesy of Carol Ormand.
    4:50-5:00 Reflection
    5:00-5:20 Closing Remarks and Workshop Evaluation

    6:30 Picnic

    Sunday, August 5, 2007


    7:00-8:00 Breakfast, Smith Hall

    Optional Workshop Sessions

    Pyle Center

    8:30-9:30 Concurrent Workshops: Session 1
    9:30-9:45 Break

    9:45-10:45 Concurrent Workshops: Session 2
    By the front door of the Pyle Center. Photo by Carol Ormand, courtesy of Carol Ormand.

    10:45-11:00 Break

    11:00-12:00 Concurrent Workshops Session 3

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