Participants check in for dorm assignment and meal card. See travel and logistics page for additional information. Workshop registration is from 1:00-4:30 at Studio 1 (736 Escondido Road) and then from 5:00-9:00 at the workshop opening reception in Branner Dining Hall. Please check in for the workshop and get your name badge and workshop notebook when you arrive.
Optional Pre-Workshop Events on Thursday Afternoon
2:30-3:30 Concurrent Sessions
The Hydrologic Cycle of the American West during times of high CO2: A View from the Past - Page Chamberlain, Stanford University, Mitchell Building, Room 352 (third floor)
In this talk I am going to show how data originally collected for "pure" scientific reasons can be reinterpreted and morphed into answering questions that are more "applied" and societally relevant. Here I will use stable isotopic data from paleosols and paleolakes that range from modern to 60 million years ago to address questions on how the hydrologic cycle functioned in the American West during times of high carbon dioxide concentrations. Although climate models can be used to predict how water will be distributed in the future as carbon dioxide increases " they are still models that are subject to vast uncertainties and error. Another, and equally valid, approach to addressing changes in the hydrologic cycle attendant with climate change is to examine ancient records when the Earth was warmer. The underlying theme of this talk is how a scientist can guide their career to address ever moving and evolving scientific questions.
Straddling the Divide Between Fundamental and Applied Research: From the San Andreas Fault to Carbon Sequestration - Mark Zoback, Stanford University, Mitchell Building, Hartley Conference Room (first floor)
The endless debate in academia over fundamental versus applied research is a classic false dichotomy. Students are well-served by a continuum of classes and research opportunities that engage a wide range of fundamental questions that as frequently have, as have not, immediate application to problems of societal needs. In my own case, my training in seismology, rock mechanics and fluid flow has allowed me work on a wide range of both fundamental and applied problems as diverse as achieving a better understanding of the forces that move tectonic plates, scientific drilling into the San Andreas fault and investigation of the feasibility of large scale geologic sequestration of CO2 for the control of greenhouse gas emissions.
3:45-4:45 Concurrent Sessions
Families and Careers: A Panel Discussion - Robyn Wright Dunbar, moderator, Mitchell Building, Hartley Conference Room
Discussion of issues, opportunities, and choices associated with families and careers, including children, dual-career couples, and more, followed by questions from the participants.
Tour of Labs and Equipment in the School of Earth Sciences - Jessica Warren, Marty Grove, and Caroline Harris - meet in Mitchell Building lobby (first floor) for start of tour
Workshop Begins
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5:00-6:00 Reception and Icebreaker Activity - Branner Dining Hall (enter at back side of building; front doors are locked)
6:00-7:00 Dinner - Branner Dining Hall
7:00-9:00 Introductions and Opening Session - Branner Dining Hall
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 Workshop leaders from different types of colleges and universities
Each panelist will give a short overview of his or her current job. Following the presentations, you will have an opportunity to ask questions. The goal is for participants to learn more about the diversity of job opportunities available in academia.
This session--designed for those who are not yet familiar with the application of research on learning to teaching or who want a review--offers a brief survey of some of the factors that seem to most impact learning (e.g., students' prior knowledge, misconceptions, active engagement, learning styles, content organizational schemes, metacognition, etc.). We anticipate most of you will find that this session contains significant new information.
This session is intended for those who have a working understanding of how learning research is applied to teaching. It will include a practical survey of quantitative and qualitative methods that can be used to collect and analyze data on student learning in different settings.
Classroom Management(Acrobat (PDF) 81kB Jul19 10) - Arrillaga Alumni Center, Fisher Conference Center, Room McDowell Katryn Wiese
Moving a class towards a shared goal can often come with obstacles that challenge the best of us. In this session, we will review strategies for dealing with common problems of the classroom, including handling emotional students, motivating poor performers, and helping students achieve their best performances.
Designing Effective Science Courses(PowerPoint 722kB Jul19 10) - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Robyn Wright Dunbar
Apply what we know about science learning to design effective courses. This session hits the highlights setting instructional objectives, determining course format, and assessment.
This session will provide examples to illustrate how you can incorporate local and/or global datasets into courses, thereby allowing undergraduate students opportunities to analyze and interpret real data. We will highlight case-studies that range in scope from short, in-class activities to multi-week course projects and discuss how to use archives as well as real-time datasets. Participants will examine a variety of data sources and begin identifying key concepts and/or course activities that would benefit from this practice.
The Cutting Edge page on Teaching with Data, Simulations and Models includes a searchable collection of classroom activities as well as data sets you might use to design your own.
The Starting Point page on Using Investigative Cases describes investigative case-based learning and how to incorporate it into your courses.
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11:00-11:50 Teaching Breakout Sessions II
Developing Interactive Lectures(PowerPoint 2007 (.pptx) 1.7MB Jul27 10) - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Heather Macdonald and Katryn Wiese
Lecturing is an 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. Examples will include ideas for small group work, think-pair-share activities, demonstrations, various classroom assessment techniques, and using personal response systems (clickers) effectively with conceptests.
Interactive Lecture Demonstrations - A Starting Point module with explanation and examples for integrating interactive lecture demonstrations in your classroom.
Assessment of student learning - Information from the Course Design module about assessment techniques such as muddiest point and minute papers.
Students hold many misconceptions about how science really works, especially in the geosciences. In this session, we'll discuss strategies to address those misconceptions and integrate the real process of science into your teaching, from introductory science courses to beginning graduate courses.
Presentation graphics software is widely used in geoscience teaching, but straight out of the box, it can be pedagogically stifling. This session offers practical suggestions for enhancing your slide presentations, drawing on cognition and visualization research, information design, and aesthetic awareness.
12:00-1:00 Lunch and Optional Lunch-time Birds of a Feather Discussions (12:15-1:15) - Stern Dining Hall
Possible topics might include: Children and Careers, Non-Faculty Academic Positions, Being a Good Departmental Citizen, and Evaluation of Student Learning.
1:30-3:15 DesigningEffective Classroom/Laboratory Activities - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Heather Macdonald and other workshop leaders
For this activity, you will work in small groups to develop 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.
3:15-3:45 Break
3:45-5:00 Teaching Statements Concurrent Sessions: Articulating Your Teaching Goals and Highlighting Your Accomplishments
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.
Introduction to Teaching Statements - Arrillaga Alumni Center, Fisher Conference Center, Barnes Room 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 - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Heather Macdonald and other workshop leaders
Participants who bring five copies of their teaching statements will work in small groups, each with a workshop leader, reviewing each other's statements and offering feedback. Leaders will also offer their comments.
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5:00-5:20 Reflection time and Daily "Road Check" - Arrillaga Alumni Center, Fisher Conference Center, Room LLL
6:00-7:00 Dinner - Stern Dining
7:30-8:30 Optional Evening Discussions:
Early Career Time Management - Robyn Dunbar
Writing Your First Research Grant - Rachel O'Brien
Short reviews (10 minutes) of curriculum vitae and/or cover letter for job application - Oswaldo Garcia and Heather Macdonald
Theme for the morning: Who are you as a researcher?
8:15-8:25 Overview of Day and Report on Daily Feedback - Arrillaga Alumni Center, Fisher Conference Center, Room LLL
8:25-9:20 Presenting Yourself to Others(PowerPoint 850kB Jul27 10) - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Heather Macdonald and FranciscaOboh-Ikuenobe
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 is aimed at an audience of other geoscientists. You will then practice talking about your work to others.
Introduction to Research Statements(PowerPoint 203kB Jul26 10) - Arrillaga Alumni Center, Fisher Conference Center, Barnes Room Heather Macdonald
This session is designed to "jump start" the writing process for those who have yet to draft a research statement and will include discussion of key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university).
Review of Research Statements - Arrillaga Alumni Center, Fisher Conference Center, Room LLL Robyn Wright Dunbar and other workshop leaders
Participants who submitted research statements in advance will review each other's research statements and will discuss key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university).
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12:10-1:00 Lunch and Optional Lunch-time Birds of a Feather Discussions(12:15-1:15) - Stern Dining Hall
Possible topics might include follow-up to the beating the impostor syndrome session, being an international scientist in the US, a question and answer (Q&A) potpourri, community college interviews, post-doc life, two-body "opportunity," getting a job overseas, and other topics suggested by participants or leaders
Theme for the afternoon: Choosing Where You Want to Go and Getting There
1:30-2:50 Mapping Your Career: Choices, Balance, and Action Planning - Arrillaga Alumni Center, Fisher Conference Center, Barnes Room Heather Macdonald and all workshop leaders
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?
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 and/or teaching demonstration). Brief presentations will be followed by a question and answer period and some mock interview questioning.
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.
4:30-5:00 Negotiating Before You Accept an Academic Position: Setting Yourself Up for Success - Arrillaga Alumni Center, Fisher Conference Center, Barnes Room
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).
Dave Mogk, a mineralogist and contra dance caller, has written a set of web pages on Teaching Symmetry Using Kinesthetic Learning -- An Exercise Using "Old-Time" Dances. In these web pages, Dave explains (with numerous video clips) how he uses traditional American contra and square dances to teach several concepts related to mineral symmetry.
Sunday, August 1, 2010
7:00-8:30 Breakfast - Stern Dining Hall
Optional Workshop Sessions - Mitchell Hall
8:30-9:30 Concurrent Workshops: Session 1
Strategic Early Career Planning(PowerPoint 1.1MB Jul19 10) - Mitchell Building, Hartley Conference Center (first floor) Rachel O'Brien
This session focuses on short term (three-five year) planning once you have landed an academic job. The emphasis is on how to effectively capture the "big picture" of your job responsibilities and to use this perspective to strategically plan and prioritize different facets of your work in the pre-tenure years.
We can eliminate stress for ourselves and our students by clearly detailing our expectations and course logistics in a syllabus on the first day of class. In this session, we will review different topics that one should address in a syllabus, both for the benefit of the instructor and the student. We will also discuss the many ways in which we can design a class and grading system that allows students to take control of their own class performance and feel happier and more engaged in the course.
We teach about Earth systems, processes, and history in real places that hold personal and cultural meanings and diverse kinds of relevance for our students. Their prior senses of place can either help or impede their learning. Participation in this session will explore the use of place as context and theme for relevant, inclusive, and trans-disciplinary place-based teaching; and the leverage of sense of place as motivation for learning.
Taking Risks in Research(Acrobat (PDF) 86kB Aug2 10) - Going Outside Your Traditional and Comfortable Areas of Expertise and Thriving - Hartley Conference Center (first floor) Margot Gerritsen
This session will explore leadership and communication skills that are important in your success in teaching, research and service, motivating students and colleagues to ensure goals are successfully completed, and utilizing your time effectively.
The first step in achieving a good balance in our lives is to clearly set our priorities. Next, we need to be realistic about how much we can do. In this session, we will rank our priorities and use them to help us make choices about what jobs, projects, and activities we want to pursue. We will also review and share strategies for managing time and juggling the tasks that we do choose.
Developing Your Students as Writers - Room 370 (third floor) Anne Egger
Writing well is hard (and even harder to teach), but well-written papers can be incredibly powerful in both our teaching and our research. In this session, we'll talk about ways to design courses that develop your students as science writers, including giving and receiving constructive feedback.
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