Sunday, July 7, 2013
2:00-7:00 Workshop registration, Darley Commons
Optional pre-workshop events on Sunday afternoon
2:15-3:00 Concurrent sessions on research, teaching, careers, and career path Stearns Central 177 & 179
These concurrent sessions will give you the opportunity to hear more about faculty work (their research, teaching, and service) as well as their career paths, and to talk with them about their work, choices they've made, and advice they'd like to share. We will offer two or three concurrent sessions. We'll provide more specifics in May.
3:10-4:10 Concurrent sessions, Stearns Central 177 & 179
- Climate communication strategies - Susan Buhr
This session explores effective strategies for climate communication and teaching. The characteristics of climate controversy in the public dialogue and in the classroom will be outlined. We will explore best practice strategies for communicating about climate topics and learn about resources for climate communication and teaching.
- Inclusive science: Strategies to broaden participation - Rajul Pandya
This session will explore ways to initiate research projects that address community challenges and engage non-scientists in scientific research. It will include an introduction to some of the tools and practices that can be used to approach diverse communities, identify research questions, design and manage collaborative projects, and share and apply results. A summary of exemplary participatory science efforts in Africa, Louisiana, and White Earth will provide concrete examples, and you'll have time in the session to explore how this might apply to your own research.
4:20-5:20 Families and careers: A panel discussion - Rachel O'Brien (moderator), Susan Buhr, Matthew Kirby, Rajul Pandya, Dena Smith, and Joshua Villalobos, Stearns Central 178
This session offers a discussion of issues, opportunities, and choices associated with families and careers, including children, dual-career couples, and more, followed by questions from the participants.
5:30-6:00 Reception and icebreaker activities - Heather Macdonald, David Budd, Rachel O'Brien, Darley Commons 213
6:00-7:00 Dinner, Darley Commons 213
7:00-9:00 Introductions and opening session, Darley Commons 213
- Welcome, introductions, workshop goals, and overview - Heather Macdonald, David Budd, Rachel O'Brien
- Where do you want to go? A spectrum of academic careers: panel and discussion - Workshop leaders from different types of colleges and universitiesOur academic career profiles page has links to profiles of many academic geoscientists, including some of the 2013 Preparing for an Academic Career workshop leaders. We also have a collection of profiles of geoscientists in geoscience education, outreach, and public affairs.
Monday, July 8, 20137:00-8:10 Breakfast, Darley Commons Dining Hall
8:15-8:30 Overview of day; Preparing now for your future academic career in the geosciences - Heather Macdonald and Rachel O'Brien, Stearns Central 178
- Career Planning Inventory Handout (Microsoft Word 51kB Jun21 12)
- Webinar: Strategic Early Career Planning - given by Rachel O'Brien as part of the 2011 Pursuing an Academic Career webinar series.
- Tomorrow's Professor: Preparing for Academic Careers in Science and Engineering
- Tomorrow's Professor Mailing List
Theme for the day: Who are you as a teacher?
8:30-9:40 Getting ready for class: A fresh look at course design, Stearns Central 178
9:40-10:00 Break, Stearns Central
This presentation will describe three major steps in designing an effective learning environment: 1) developing specific, student-friendly learning goals; 2) designing tasks for feedback and assessment; and 3) incorporating targeted teaching and learning activities. Participants will leave with sample learning goals, examples of formative and summative assessment tasks linked to the learning goals, and sample activities that will engage students as active participants in class rather than passive observers.
10:00-10:50 Teaching breakout sessions, Stearns Central 177, 178 & 179
- Engaging students in the classroom through interactive lectures - Jennifer Anderson and Joshua Villalobos
Today's geoscience courses are now open to an abundance of different teaching styles that encourage students to think in different ways about the world around them. This workshop will discuss interactive pedagogies that faculty are using to ensure student interaction and comprehension.
- Getting students to think about their learning, attitudes, and motivation - David Budd
Participants will be introduced to the components of the affective domain – motivations and attitudes towards learning – and the concept of self-regulation (students monitoring of their learning process). Students tend to enter our classrooms claiming to be motivated to learn, but without the skills to succeed. We will consider some simple techniques that participants can use to guide students to be more thoughtful about their learning.
- Incorporating data analysis into undergraduate courses - Rachel O'Brien and Rajul Pandya
Data analysis is a powerful tool to help students practice the process of scientific work. In this session we'll explore the myriad of ways you can incorporate the use of data analysis in your introductory and upper-level courses to involve your students in active learning.
- Ways to engage students: Place-based learning and service learning - Matthew Kirby and Sara Rathburn
Cultivating citizen scientists is one of our many jobs as professors. Place-based or service learning courses link student learning to a familiar context and local social issues. These types of courses require substantial planning, organization, and time, but the result may be increased student learning gains and an understanding of relevant issues underpinning to a local area.This session will discuss some strategies for developing and sustaining place-based or service learning courses.
11:00-11:50 Teaching breakout sessions (repeat of sessions above)
12:00-1:20 Lunch and optional lunch-time discussions, Darley Commons Dining Hall
1:20-2:00 What type of classroom do you want and what does it take to achieve that goal - characteristics of traditional, transitional, and learner centered classrooms - David Budd, Stearns Central 178
Greater student learning occurs in classrooms that encourage students to analyze challenging questions, work collaboratively with small groups of peers, respond to instructor questions that assess learning, and focus on concepts over facts. This session will examine what actually happens in classrooms of all sizes that achieve this goal, and in classrooms that do not. Participants will also be introduced to the Reformed Teaching Observation Protocol, which they can use as a guide to help them assess their own teaching and develop a holistic approach to all aspects of constructivist teaching.
2:00-3:30 Designing an effective lesson - Heather Macdonald and Rachel O'Brien, Stearns Central 178
3:50-5:00 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.
- Developing Yourself as a Teacher: Teaching Philosophies, Teaching Styles, and Teaching Statements Webinar - From the On the Cutting Edge Pursuing an Academic Career webinar series, this page offers resources as well as a ScreenCast of a webinar on developing yourself as a teacher.
- Introduction to teaching statements -Rachel O'Brien, Stearns Central 177
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 other leaders, Stearns Central 178
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.
5:00-5:15 Wrap-up and daily road check, Stearns Central 178
5:30-6:30 Dinner, Darley Commons Dining Hall (Dining Hall stops serving dinner at 6:30PM)
7:30-8:30 Optional evening discussions (may include the following), Stearns Central 177, 178 & 179
Tuesday, July 9, 2013
7:00-8:10 Breakfast, Darley Commons Dining Hall
Theme for the morning: Who are you as a researcher?
8:15-8:25 Overview of day and report on daily road check, Stearns Central 178
8:25-9:15 Making a strong first impression: The elevator talk, Stearns Central 178
- Elevator Talks offer very brief, yet critical, opportunities to convey your work to others by describing the nature and significance of your research with a variety of audiences.
- See an example Elevator Talk (Microsoft Word 25kB Jul6 12) aimed at different audiences from Sandra Yuter, North Carolina State University.
9:20-10:00 Moving your research work forward to new settings: Breakout sessions (will be repeated at 10:20)
- Two-year colleges, Joshua Villalobos, Stearns Central 179
- Primarily undergraduate institutions, Rachel O'Brien, Jennifer Anderson, Rajul Pandya, Stearns Central 178
- Graduate institutions, David Budd, Matthew Kirby, Sara Rathburn, Stearns Central 177
10:00-10:20 Break, Stearns Central
- Two-year colleges, Stearns Central 179
- Primarily undergraduate institutions, Stearns Central 178
- Graduate institutions, Stearns Central 177
11:10-12:10 Research statements: Concurrent sessions
- Introduction to research statements, Stearns Central 177
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, Stearns Central 178
Participants who bring five copies of their research 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 and will discuss key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university).
12:10-1:20 Lunch and optional lunch-time discussions, Darley Commons Dining Hall
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, Stearns Central 178
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?
2:50-3:10 Break, Stearns Central
3:10-5:00 The academic job search: Applications, interviews, teaching demonstrations, job talks, and negotiating before you accept an academic position (setting yourself up for success), Stearns Central 178
5:00-5:30 Closing thoughts and workshop evaluation, Stearns Central 178
7:00 Dinner, Picnic, Darley Commons Lawn
Wednesday, July 10, 2013
7:00-8:00 Breakfast, Darley Commons Dining Hall
Optional workshop sessions on Wednesday morning
Concurrent Sessions, Stearns Central 177, 178 & 179
8:30-9:30 Concurrent Optional Sessions I
- Community college careers and interviews: Realities and misconceptions of two-year colleges - Joshua VillalobosCommunity colleges educate over 40% of all college students in the US and the number is growing. This session will explore some of the innovative changes that are currently happening at two-year colleges (2YC) and how they are becoming the first choice for many entering higher education. The session will also discuss the hiring methods, pay structure, and tenure processes of 2YCs.
- How to write peer reviewed papers while balancing teaching and research - Matthew KirbyBeing a professor is a balancing act between teaching service, and research. How you manage your time will dictate, to a large extent, your ability to achieve your research goals. Acquiring this balance is easier said than done. In this session, we will explore some time management techniques aimed at achieving research success.
- Using Bloom's taxonomy to match teaching goals and learning exercises - David BuddOver forty years ago, Benjamin Bloom and co-workers created a classification scheme for educational objectives that continues to provide a useful structure for matching learning goals with appropriate assessment experiences. We will introduce the taxonomy and use it to classify a range of learning exercises. Participants will leave with a hierarchy of question types and some examples of assignments that address a full range of cognitive skills.
9:45-10:45 Concurrent Optional Sessions II
- Setting up a research lab - Matthew KirbyFlash forward - you have been offered a job - congratulations! But now the challenges really begin. One of these challenges is setting up your lab. It sounds easy...and fun! Alas, setting up your lab requires critical planning to insure your success and eventual tenure. This session will discuss strategies for setting up your first lab as well as how to get your lab up-and-running.
- Teaching the nature of science - Rajul Pandya
Introductory college science classes, often taken as part of general education requirements, are an important contributor in the scientific literacy of US adults. Because of this, it is important that these classes convey not only the content of a particular science, but also the fundamental ideas and processes of science so that adults are equipped to incorporate science into their personal and civic decision making - in other words, it is important that students walk away understanding the nature of science. Further, understanding the nature of science can help students in these classes address common misconceptions that exacerbate the controversy over evolution and climate change. The goal of this session is to explore some of these misconceptions and to try out some activities designed to help students confront these misconceptions. Through our discussions and activities, you'll leave with some fun and effective ideas about how you might incorporate the nature of science into the introductory science courses you teach.
- Working with pre-service teachers - Jennifer Anderson
At some point in your teaching, you will likely have students who are training to be K-12 teachers in your classroom or lab. This session will focus on strategies you can use to work effectively with pre-service K-12 teachers, including modeling appropriate teaching strategies and the role of state and national standards in determining curriculum at both the K-12 and college levels.
11:00-12:00 Concurrent Optional Sessions III
- Education and engagement: Exploring how faculty members can support education outside of college - Suan Buhr and Rajul Pandya
As a faculty member, you'll probably be expected to demonstrate the broader impacts of your work. Depending on the institution, this could be a large and important part of what you do or something that is required, but not well-rewarded. In this workshop, we'll introduce and discuss a number of successful broader impacts efforts at various scales, talk about the common elements of effective programs, and describe benefits of outreach to participants and scientists. Examples will include working with museums, teacher workshops, social media, citizen science, service learning, and public science events. Through this discussion, we'll develop a range of broader impacts ideas you can draw from and some guidelines for you to consider when designing your own approach. We'll also talk about the way programs can be aligned with your institution's goals and provide the optimum benefit to all participants - including you.
- Finding and being a mentor - Rachel O'Brien
At some point in your professional training, you may have experienced the gift of working with an effective mentor. This session will explore how to cultivate a network of mentors in your academic life and to identify what's involved in serving as a successful mentor to others.
- Interdisciplinary teaching in and beyond geoscience: Thinking outside the box - Jennifer Anderson
Geoscience can be explored through the lenses of history, literature, politics, visual and performance art, etc.. This discussion will focus on ideas for emphasizing the interdisciplinary nature of geoscience within the field itself, across the sciences, and out into the other disciplines on campus.