Cutting Edge > Manage Your Career > Early Career > Previous Workshops > Early Career Workshop 2014

Workshop for Early Career Geoscience Faculty

June 22-26, 2014 (optional trip to NSF on Friday, June 27)
University of Maryland, College Park, MD

This workshop has already taken place

70 faculty joined us for a multi-day workshop in a stimulating and resource-rich environment where they participated 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. Participants from prior workshops write:

"This workshop is one of the best things I have done for my career!"

"... it is very helpful to form a network of colleagues at other institutions. I think I made some friendships that will last my career."

"The workshop totally changed my view of teaching from teacher-oriented to student-oriented. It's no more what I want to teach but what students need to learn or take away from the course. This is the essential point that I will keep in mind when I design course goals, syllabi, in-class activities, assignments, and exams."

"This was a great workshop - I thought the workshop facilitators were great and I really enjoyed getting to know them and my new colleagues. I feel energized by the workshop, have a new research collaboration, and feel more in control of my teaching. I am glad I gave myself the gift of being here!"

Participants must have a full-time 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 three years of full-time teaching or starting a full-time position in the fall. See the overview page for details.

Workshop Facilitators

Cutting Edge Staff



This workshop is part of the On the Cutting Edge professional development program for current and future geoscience faculty, and is sponsored by the National Association of Geoscience Teachers with funding provided by NAGT, and a grant from the National Science Foundation - Division of Undergraduate Education and other contributing sponsors.


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