Early Career Geoscience Faculty Workshop Program
Note: the 2012 workshop is over. Find out more about the Early Career Geoscience Faculty workshops, or read on for more information about the 2012 workshop, including most of the workshop presentations.
Sunday, June 10, 2012
Check in to the hotel (the Williamsburg Hospitality House ) at any time (your room might not be ready until 3:00 pm). Registration for the workshop will be in the William and Mary Parlor of the Hospitality House from 3:00-5:00; workshop registration for later arrivals will be at the Sadler Center during the reception, dinner, or evening program.
5:30 Informal Reception with Cash Bar, Sadler Center, Tidewater A and B
6:00-7:00 Dinner, Sadler Center, Tidewater A and B
7:00-9:00 Welcome and Introductions, Workshop Goals, Discussion, Logistics, Sadler Center, Tidewater A and B
- Learn more about the gallery walk teaching method
- Go spelunking in the Cutting Edge website for Early Career geoscience faculty (beyond the workshop website)
Show related resources
HideMonday, June 11
7:00-8:00 Breakfast, Sadler Center Dining Hall
8:15-8:30 Preview Workshop and Announcements, Sadler Center, Tidewater A
8:30-9:30 Strategic Decisions: Elements of a Successful Career (PowerPoint 742kB Jun8 12), Tidewater A - Richard Yuretich
- See our resources on Making Choices: Finding Your Balance
9:30-9:50 Break, Tidewater B
9:50-11:15 Course Design (Acrobat (PDF) 3.8MB Jun8 12), Tidewater A - Rachel Beane & Heather Macdonald
- Explore the Cutting Edge course design tutorial, starting with the section on setting learning goals.
- Read about teaching metacognition, including self-regulated learning: that is, teaching our students to consider their learning goals, plan accordingly, and monitor their own learning as they carry out their plans.
- Learn more about using rubrics to evaluate student learning.
11:15-12:00 Interactive Lectures (PowerPoint 482kB Jun11 12), Tidewater A - Greg Hancock, College of William and Mary
- Engaging Students through Interactive Lectures Handout (Microsoft Word 199kB Jun8 12)
- Read about teaching via interactive lectures, including using the think-pair-share technique.
12:00-1:20 Lunch, Sadler Center Dining Hall
1:20-2:10 Teaching Strategies: Concurrent Sessions.
Participants will attend one session from the list below (Sadler Center):
- Engaging Students in Large Classes (Acrobat (PDF) 4.9MB Jun11 12), Tidewater A - Andrew Goodliffe and Robert Rhew
- Read about keeping students engaged, making technology work for you, and getting groups to work well in large classes.
- Explore approaches, pedagogies, and resources for teaching large introductory geoscience classes.
- Consider using interactive lecture demonstrations or using media to enhance learning.
- Improving Students' Spatial Thinking Skills (PowerPoint 12.3MB Jun11 12), York Room - Carol Ormand
- Read about the spatial thinking workbook project.
- Check out the Cutting Edge resources on spatial thinking in the geosciences.
We will discuss the benefits of using interactive activities in a lecture class, as well as several other ways to engage students, such as student clickers, multimedia clips, in-class demonstrations, course website tools and connecting the topics to students' lives. We will demonstrate some short activities that actively engage a diverse and potentially unmotivated student group and that can easily be incorporated into lecture classes. And we will spend some time brainstorming about ways to incorporate these strategies in your own classroom.
Spatial thinking is essential in many subdisciplines of the geosciences, yet many of our students struggle with spatially demanding concepts and tasks. Fortunately, as with any other intellectual skill, spatial thinking improves with practice. We will discuss how to assess and strengthen students' spatial thinking skills in light of research on spatial thinking from both the cognitive sciences and geoscience education.
- Keeping Seminar Courses Lively and Engaging, Tidewater B - Richard Yuretich
- Responding Effectively to Student Writing (Microsoft Word 29kB Jun8 12), James Room - Sharon Zuber
- Read about how to develop strong writing assignments.
- See Rachel Beane's instructions to her students for peer critiques of student writing (Microsoft Word 2007 (.docx) 14kB Jun15 12).
- You can direct students to The Science of Scientific Writing.
- See Rachel Beane's presentation from a different Cutting Edge workshop, about teaching writing in the context of an upper-level undergraduate course for Geology majors.
Seminar courses should be exciting and interactive, yet they are too often just the opposite. This session will model some ways to keep all participants focused and involved in the discussions.To benefit from this session, you should come prepared by reading the paper that we will discuss.
Evaluating writing takes time and students often think the process is totally subjective. We will discuss specific ways to give students useful feedback without being overwhelmed with work by sequencing assignments to build on student skills and using a rubric that sets students up for success and minimizes the time it takes to grade. Participants will be given handouts for teaching and evaluating writing.
2:20-3:10 Teaching Strategies: Concurrent Sessions.
Participants will attend a session from the list below (Sadler Center):
- Engaging Students in Large Classes (Acrobat (PDF) 4.9MB Jun11 12), Tidewater A - Andrew Goodliffe and Robert Rhew
- Read about keeping students engaged, making technology work for you, and getting groups to work well in large classes.
- Explore approaches, pedagogies, and resources for teaching large introductory geoscience classes.
- Consider using interactive lecture demonstrations or using media to enhance learning.
- Keeping Seminar Courses Lively and Engaging, Tidewater B - Richard Yuretich
- Reducing Misconceptions through Lecture Tutorials and Concept Tests (Acrobat (PDF) 1MB Jun8 12), York Room - Karen Kortz
- Explore the what, how, and why of concept tests and lecture tutorials.
Misconceptions are difficult to change, often preventing students from understanding accurate geologic explanations. We will explore common misconceptions and discuss two research-supported techniques to engage students and reduce misconceptions: Lecture Tutorials and ConcepTests (implemented with or without clickers). Both techniques are easy to use in classes of any size.
- Responding Effectively to Student Writing (Microsoft Word 29kB Jun8 12), James Room - Sharon Zuber
- Read about how to develop strong writing assignments.
3:10-3:30 Break, Tidewater B
3:30-4:45 Lesson Design: Preparing for a Class Period (PowerPoint 2007 (.pptx) 1.7MB Jun10 12), Tidewater A - Rachel Beane and Heather Macdonald
- Expand your toolkit of teaching methodologies, including jigsaws and concept maps.
4:45-5:00 Overview of Individual Consultations, Daily Roadcheck, Tidewater A
5:30-6:30 Dinner, Sadler Center Dining Hall (serving ends at 6:30, Dining Hall closes at 7:00)
7:00-8:00 Informal Session (optional) - Sharing Ideas about Specific Courses, Alumni House (open until 9:00)
- Search SERC's database of course goals and syllabi.
Tuesday, June 12
7:00-8:00 Breakfast, Sadler Center Dining Hall
8:15-8:30 Report From Yesterday's Roadchecks; Introduction to Your Research/Scholarly Career, Sadler Center, Tidewater A
8:30-9:40 Working Effectively with Research Students: Different Models, Tidewater A - Richelle Allen-King
- Our web pages on collaborating with research students include examples of guidelines for students, Richelle's top ten tips, and case studies of how various geoscience faculty members work with their research students.
- Here's an example of a MS thesis timeline from the University of Buffalo (Acrobat (PDF) 218kB Jun13 12). A timeline like this could be one of the expectations you share with your research students.
9:40-10:00 Break, Tidewater B
10:00-10:50 Strategies for Research and Scholarship: Concurrent Sessions.
Participants will attend one of the sessions listed below (Sadler Center):
- Research on Geoscience Learning (Acrobat (PDF) 1.4MB Jun8 12), Tidewater B - Karen Kortz
- Explore the world of research on learning in the geosciences.
- Research with Undergraduates (PowerPoint 2.3MB Jun8 12), Tidewater A - Rachel Beane
- Learn about best practices in undergraduate research.
- See an example of undergraduate research in Petrology, in the field and laboratory.
- Read suggestions for several different ways of integrating research into geoscience courses, or an extended description of how Greg Hancock integrates research into his Surface Processes course.
- Setting the Scope for M.S. Research Projects (PowerPoint 2007 (.pptx) 69kB Jun8 12), James Room - Andrew Goodliffe
- Starting New Research Projects and Building Collaborations (PowerPoint 127kB Jun8 12), York Room - Richard Yuretich
Conducting research on the process of learning geoscience can be illuminating and rewarding, leading to improvements in geoscience teaching. Yet most of us are trained in geoscience research, rather than educational research practices. This session will explore how to begin to do educational research, focusing on the similarities to and differences from geoscience research.
In this session, we explore various models for designing undergraduate projects and for working with undergraduates, and we discuss strategies for "chunking" projects in portions suitable for undergraduates.
Working with M.S. students - taking the needs of your research program and the needs, experience, and abilities of your students into account and considering what is doable in a reasonable time frame.
Supplementary handout on setting the scope for M.S. research projects (Acrobat (PDF) 96kB Jun8 12)
You have finished your dissertation or post-doctoral projects and you want to use the resources at your current institution to grow in new directions. This session will explore ways that you can build upon your existing strengths to move your career forward.
11:00-11:50 Strategies for Research and Scholarship: Concurrent Sessions.
Participants will attend one of the sessions listed below (Sadler Center):
- Research with Undergraduates (PowerPoint 2.3MB Jun8 12), Tidewater A - Rachel Beane
- Learn about best practices in undergraduate research.
- See an example of undergraduate research in Petrology, in the field and laboratory.
- Read suggestions for several different ways of integrating research into geoscience courses, or an extended description of how Greg Hancock integrates research into his Surface Processes course.
- Setting the Scope for M.S. Research Projects (PowerPoint 2007 (.pptx) 69kB Jun8 12), James Room - Andrew Goodliffe
- Setting Up Your Lab and Obtaining High Quality Measurements, Tidewater B - Robert Rhew and Richelle Allen-King
- Read about setting up your lab and obtaining equipment.
- Starting New Research Projects and Building Collaborations (PowerPoint 127kB Jun8 12), York Room - Richard Yuretich
Supplementary handout on setting the scope for M.S. research projects (Acrobat (PDF) 96kB Jun8 12)
This session will discuss strategies to get your lab producing high quality measurements for your research program and will include obtaining or accessing necessary equipment as a topic. Additional specific topics will follow participant interests.
12:00-1:00 Lunch, Sadler Center Dining Hall
Optional Interest Group Discussions: dual academic careers, large classes, two-stage exams, (teaching with) mobile devices, and diverse classes.
- Our web page on dual career couples include case studies of dual career couples in academia. Each case study is a summary of an interview of that couple talking about their job search process, challenges, and advice for other dual career couples.
- Read about keeping students engaged, making technology work for you, and getting groups to work well in large classes; explore approaches, pedagogies, and resources for teaching large introductory geoscience classes.
- A number of Early Career workshop alumni have shared their reflections on their experiences with two-stage exams
- Read about using media to enhance learning.
1:30-3:00 Finding and Being a Mentor: Listening and Giving Feedback, Alumni House, Leadership Hall - Susan Lozier
Contrary to popular opinion, a career in science is filled with interpersonal interactions and relationships that are essential to our success. In this session, we will focus on how to make our engagement with people in our community more productive and rewarding.
- The Mentoring Physical Oceanography Women to Increase Retention project website has a mentoring guide, mentoring resources, information about the Pattullo Conference for female early career scientists, and more.
- The article Susan mentioned in her talk is Lee, A. Dennis, C. and Campbell, P., 2007. Nature's guide for mentors. Nature, v. 447, pp. 791-797.
- The AAUP has an article about mentoring across cultures. As it states in the first paragraph, "Cross-cultural strategies that help faculty members mentor across boundaries of race, ethnicity, and gender, lifting each of us as we climb, can help us move toward a more equitable academy."
- Another resource about being a mentor is the National Academies Press book Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering .
3:00-3:20 Break. Leadership Hall Lobby
3:20-4:00 Connections, Extensions, Opportunities: Concurrent Sessions.
Participants will attend a session selected from an array of options (Alumni House):
- Publishing your First Few Papers, 2nd Floor Conference Room - Richelle Allen-King
- Scenarios on Mentoring and Feedback, Leadership Hall - Susan Lozier
- The Mentoring Physical Oceanography Women to Increase Retention project website has a mentoring guide, mentoring resources, information about the Pattullo Conference for female early career scientists, and more.
- The article Susan mentioned in her talk is Lee, A. Dennis, C. and Campbell, P., 2007. Nature's guide for mentors. Nature, v. 447, pp. 791-797.
- The AAUP has an article about mentoring across cultures. As it states in the first paragraph, "Cross-cultural strategies that help faculty members mentor across boundaries of race, ethnicity, and gender, lifting each of us as we climb, can help us move toward a more equitable academy."
- Another resource about being a mentor is the National Academies Press book Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering .
- Working with Industry (Acrobat (PDF) 85kB Jun8 12), Pollard Room - Andrew Goodliffe
In this session, we will practice what we preach with real scenarios from real (but unnamed) scientists.
Although the majority of us have made a conscious lifestyle decision to embrace academia, close ties to industry can still be beneficial for our research, teaching, and for the students that we advise. We will discuss ways in which mutually beneficial relationships with industry can be fostered that can produce excellent research experiences for students, opportunities to bring in industry experts for teaching, provide sources of student scholarships funds, and supplement funding for your research program. Examples of a variety of opportunities will be presented.
- Working with K-12 Teachers, 3rd Floor Conference Room - Karen Kortz
- Check out the SERC K-12 portal: resources for K-12 science teachers.
We will discuss opportunities for working with K-12 teachers through teacher professional development and by helping develop curricula for K-12 students.
4:00-4:15 Daily Roadcheck, Leadership Hall
4:15-6:30 Individual Consultations, Alumni House
6:30 Picnic Dinner at the Alumni House followed by Individual Consultations
Wednesday, June 13
7:00-8:00 Breakfast
8:15-8:30 Report From Yesterday's Roadchecks and Preview of Today's Sessions, Alumni House, Leadership Hall
8:30-9:50 Developing a Strategic Plan for Research/Scholarly Activity, Leadership Hall - Richard Yuretich
9:50-10:10 Break, Leadership Hall Lobby
10:10-10:50 Connections, Extensions, Opportunities: Concurrent Sessions (Alumni House):
- Assessing the Effectiveness of our Teaching (PowerPoint 2007 (.pptx) 2.1MB Jun8 12), Leadership Hall - Rachel Beane
- Handout for Assessing the effectiveness of our Teaching (Microsoft Word 58kB Jun8 12)
- Read about how to assess what your students are learning.
Sometimes we wonder if our students are responding to our teaching in the way we hoped. Or we might sense that a course isn't meeting our - or our institution's - expectations, but we aren't sure why. In this session, we will review methods - beyond grades and institutional evaluation forms - for assessing the effectiveness of our teaching, offer strategies for making changes, and discuss common questions.
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- Work-Life Balance, Pollard Room - Susan Lozier
- Check out our resources about finding your balance through the choices you make.
- Effective Display of Data (PowerPoint 4.7MB Jun13 12), Second Floor Conference Room - Rob Rhew
Interested in fitting a career into your life rather than a life into your career? In this session, I will discuss strategies for maintaining a satisfying work-life balance.
You've designed your study, invented a new measurement technique, collected your samples, measured them in your lab, broken your instrument, fixed it, re-calibrated, repeated this process 10 times, and finally have a dataset. Now you want your data display to reflect the care and thoughtfulness that you've executed through your entire experiment. It is not enough as a scientist to DO good research -- you need to convey that research effectively and honestly. We will go over rules of graphical excellence, discuss common types of graphs/figures, view pitfalls that commonly occur, and discuss tips for improving data display.
11:00-11:30 Writing Proposals and Getting Funded (PowerPoint 2007 (.pptx) 101kB Jun8 12), Leadership Hall - Richelle Allen-King
- Our pages on funding your research include a collection of successful proposals, to a large number of agencies, including NSF.
11:30-12:45 Lunch, Alumni House
Optional Interest Group Discussions: kids, online courses, international faculty, clickers, interdisciplinary research/collaborations, effective use of start-up funds (lessons learned, advice), and mental health/violence issues with students.
- Balancing your career with your family life
- Teaching geoscience online
- International faculty
- Teaching with Classroom Response Systems ("clickers")
- Concept Tests are multiple choice questions you can use, with clickers, to assess student understanding
1:00-3:00 Moving Your Research/Scholarly Activity Forward: Funding and Other Issues (concurrent sessions, Alumni House)
- Our pages on funding your research include a collection of successful proposals, to a large number of agencies, including NSF.
- Improving Research Proposals Through Review of Your Proposal Summaries, Leadership Hall - Richelle Allen-King
- Reviewing Successful Proposals and Developing a Proposal Idea of One's Own, Pollard Room - Heather Macdonald
We will review successful proposals, then participants will develop a proposal idea (for research and/or teaching) and share feedback on these proposal ideas. - Issues at teaching-centered institutions, 2nd Floor Conference Room - Karen Kortz
This session is geared toward those teaching at two-year colleges and other institutions where one is not expected to write research proposals.
3:00-3:20 Break, Leadership Hall Lobby
3:20-3:45 Poster Instructions - Daily Roadcheck - Discussion of NSF visit, Leadership Hall
- See some example posters from 2010
3:45-5:45 Work on Poster, Individual Consultations, Alumni House
6:00 (or time you choose) Dinner in town (self-organized)
7:00-9:30 Work on Poster, Individual Consultations, Alumni House
Thursday, June 14
7:00-8:00 Breakfast, Sadler Center Dining Hall
All morning: Coffee in the McGlothlin-Street Hall Room 20 Lobby
8:30-11:00 Poster Session, McGlothlin-Street Hall Room 20
11:00-11:30 Poster Follow-up and Reflection, McGlothlin-Street Hall Room 20
11:30-1:15 Lunch in town (self-organized)
1:15-2:15 Strategic Decisions: Elements of a Satisfying Life (PowerPoint 2007 (.pptx) 2.2MB Jun8 12), Sadler Center, Tidewater A - Richard Yuretich
- Consider the examples in our web pages about making choices and finding your balance, including time and task management.
- See the website of Meggin McIntosh, the Productivity Professor, including her top ten productivity tips for professors.
- For more in-depth advice about task management, you may find it helpful to read books such as Stephen Covey's The 7 Habits of Highly Effective People, David Allen's Getting Things Done, or Julie Morgenstern's Never Check Email in the Morning.
2:15-3:45 Strategic Action Planning, Sadler Center, Tidewater A
3:45-4:00 Break, Sadler Center, Tidewater B
4:00-5:00 Lessons Learned, Concluding Remarks, and Workshop Evaluation, Sadler Center, Tidewater A
7:00 Dinner, Nawab Indian Cuisine Restaurant, 204 Monticello Avenue, Monticello Shopping Center
