Cutting Edge > Early Career > Previous Workshops > Early Career '03

June 5-10, 2003


Note: the 2003 workshop is over. Find out more about the "Early Career Geoscience Faculty" workshops (including a link to next year's), or read on for more information about the 2003 workshop.
Join us for a four-day workshop in a stimulating and resource-rich environment where you will participate in sessions on topics including effective teaching strategies, course design, establishing a research program in a new setting, working with research students, balancing professional and personal responsibilities, and time-management. An optional one-day trip to the National Science Foundation is offered on June 10, 2003.
It generated many new ideas for me! I will go back to my work with a much clearer sense of purpose and vision. It gave me time to think about the big picture and learn from my peers.

Meeting other faculty in my position did a lot to relieve the stress of feeling that one is all by oneself in struggling with teaching and research. Personal discussions with the leaders were very helpful. And of course, the binder full of ideas is gold.

This has been one of the most worthwhile experiences in my graduate-faculty career.
Participants must have a faculty position at a two-year or four-year college or a university at the time of the workshop and must be in their first four years of full-time teaching.

Conveners:
Heather Macdonald (College of William & Mary)
Barbara Tewksbury (Hamilton College).

Other workshop leaders:
Richelle Allen-King (Washington State University)
Linda Reinen (Pomona College)
Randy Richardson (University of Arizona)
Jack Stanesco (Red Rocks Community College)
Richard Yuretich (University of Massachusetts–Amherst)


The deadline for this application is March 17, 2003. This workshop is part of the program On the Cutting Edge: Workshops for Geoscience Faculty, supported by the National Association of Geoscience Teachers and DLESE with funding provided by a grant from the National Science Foundation Division of Undergraduate Education .

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