On the Cutting Edge - Professional Development for Geoscience Faculty
Classroom Observation Project
Understanding and Improving our Teaching using the Reformed Teaching Observation Protocol (RTOP)
Classroom Observation Project
> Wider Supplement Participation Applicaton
Certified observers can
access the private workspace.
Observation and Travel Stipend Applications
Note: You must be a certified Cutting Edge RTOP observer to qualify for this grant.
Beginning in late 2012, the WIDER supplemental grant allows On the Cutting Edge to provide $200 observation stipends to certified RTOP observers. Stipends are available for observers who complete observations and submit all required data (including the pre-observation interview, a copy of the course syllabus, and an annotated score sheet with observer reflections; it also involves ensuring that the instructor who was observed completes the participant survey form). A limited number of travel stipends are also available to observers who are willing to travel to perform additional observations.
Please obtain approval before making the observations. Preference will be given to those observations that will help fill gaps in the demographic characteristics of our dataset. Fortunately for you, there are several eligible criteria that place a course or instructor on the preferred list, for example, we encourage you to consider:
Sophomore/Junior/Senior courses for geoscience majors such as structural geology, mineralogy, geophysics etc.
Courses taught by early- or mid-career faculty
Medium (31-79 students) or large (80+ students) classes
Courses taught at Associates-, Bachelors- or Masters-granting institutions.
we are using institutional Carnegie classifications. You can check the institution classification on the
Carnegie Foundation institution lookup
(opens in a new window)
. Search and click to view the institution of choice; the institution type is listed in the category that pertains to the 'basic' classification in the results.
Cutting Edge staff are available to work with you to help set up the observations and to identify potential instructors for observations in your region. Please begin this process by filling out the form below. Once you have completed the form, we will first determine if the suggested observations fill gaps in the dataset.
For individual observations
, we will work with you to schedule the observation. After all data, including the participant survey have been submitted, you will receive the $200 payment. There is no minimum or maximum number of observations for an individual observer, however, you must receive approval for each observation.
You will not receive funds if you did not receive approval prior to making the observation.
are available for two to three day trips that will yield 10 observations. Please indicate below the area you would like to visit and the faculty there you think will be amenable to observation. We will then work with you to schedule these observations and to identify and schedule other observations bringing the total to 10. Once all 10 observations are scheduled we will make travel arrangements for you. Your 10 observations will also qualify for the individual stipends listed above, so upon completion of your ten observations, you will receive a $2000 stipend in addition to your travel stipend (up to $500 for car or $1200 for air).
Who would you like to observe? Please list the name, institution, email address, and course name for each individual. (Please use the descriptive course name rather than the course number; for instance Geomorphology rather than GL300.)
Would you like assistance from SERC staff in setting up your observations?
No, I have people in mind and can schedule my own observations
Yes, I have some people in mind, but would like assistance finding and scheduling an observation with others.
Yes, I have an area in mind, but would like assistance finding and scheduling observations.
When do you plan on making your observations (check all that apply)?
Fall term 2013
Spring term 2014
Summer term 2014
Does your observation plan involve travel, and if so, what type of travel do you anticipate? Please keep in mind that if you are interested in a travel stipend, you will need to complete at least 10 observations over the course of 2-3 days.
No, my observation plan is local and does not require an extra travel stipend to complete.
My observation plan involves travel that is within driving proximity.
My observation plan involves travel that requires me to use air travel to complete.
When would you like to make this trip?
In an effort to make our dataset more robust, we are particularly interested in collecting observations from a particular demograpic. Please select all of the attributes your observation plan may fulfill.
Primarily undergraduate institution
Medium sized class (31-79 students)
Large class (80+ students)
Early career faculty (0-3 years teaching experience)
Mid-career faculty (4-9 years teaching experience)
Adjunct or Assistant Professor
A course in one or more of the following subjects: structural geology, mineralogy, igneous and metamorphic petrology, sedimentary geology/stratigraphy, hydrogeology, geochemistry, paleoclimatology, geophysics, GIS/remote sensing, oceanography, paleontology, planetary geology.
I acknowledge that:
If I am chosen to receive supplemental funding from the WIDER grant, I agree to make all observations using the agreed upon schedule schedule. I understand that I will receive $200 payment upon receipt of complete data for the observation. I understand that for travel stipends, additional faculty observations will be scheduled to meet the 10 observation quota. I understand that I must complete at least 10 observations over the course of 2-3 days to receive my $2000 stipend and travel reimbursement.
Classroom Observation Project
What is Reformed Teaching and the RTOP
Interpreting your RTOP Scores
Creating a Student-Centered Classroom
About this Project
Data, Simulations and Models
Discoveries from Mars
Geology and Human Health
Geoscience in the Field
GIS and Remote Sensing
Google Earth for Geoscience Teaching and Research
Hurricanes-Climate Change Connection
Problem Solving & Problem-based Learning
Rates and Time
Student Learning: Observing and Assessing
Teaching at Scale
Last Modified: September 16, 2013
Report a Problem/Feedback