Draft Workshop Program
Updated June 26, 2008. Subject to change
Monday, July 14, Day 1
3:00 to 5:30 pm - Registration, St. Olaf College -
Ytterboe Hall
5:40 Shuttle bus to Carleton College departs from outside Ytterboe
6:00 - Reception and dinner, Carleton College - Great Hall, located in Severance Hall
7:00 - Welcome and introductions - Great Hall
7:30 - Keynote talk and discussion - Having an Impact: Teaching Introductory Geoscience with the Future in Mind, Barbara Tewksbury, Hamilton College
Shuttle bus back to St. Olaf will be available.
Tuesday July 15, Day 2: Designing at the Course Level
All activities during day will be in Buntrock Commons, 3rd floor, St. Olaf College, unless otherwise noted
7:00-8:00 am - Breakfast - Stav Hall, (3rd floor of Buntrock)
8:15-8:30 - Preview of the day - Sun and Gold Ballroom
8:30-10:00 - Effective ways to Frame and Focus an Introductory Course
This will be a plenary session in which each panelist listed below will have 8-10 minutes to talk about how and why his/her course differs from a standard survey course and how it is designed to accommodate the focus. The subsequent table discussions will provide an opportunity for participants to brainstorm other ideas for ways to frame/focus intro courses besides as surveys of content.10:00-10:30 - Break, refreshments available in ballroomCourse with local context: Earth Science and the NYC Urban Environment (Wayne Powell, Brooklyn College)
Course focused on the needs of a particular audience: Earth Science and the Educated Voter (Pete Stelling, Western Washington State University)
A topical course: Sustainable Earth (Andy Goodliffe, University of Alabama)
Course with a multi-week project: Earth System Science (Kim Hannula, Fort Lewis College)
10:30-12:00 - Framing and Focusing Introductory Geoscience Courses
These concurrent sessions will expand on the morning plenary session and give different examples of interesting ways of framing and focusing intro courses. The sets are clustered by topic and will repeat. The focus will remain at the course design level, rather than at the activity level. Each set will have a moderator from the morning plenary and will begin with 10-minute presentation by the second person listed below. Remaining half hour will be devoted to discussion and brainstorming various approaches.
10:30-11:10 - Choose one topic to attend
Courses with local context: Service Learning in an Introductory Course on Coastal Oceanography (Ed Laine, Bowdoin College), moderated by Wayne Powell
Courses focused on a particular audience: Geology for Engineers (Leslie Gertsch, Missouri University of Science and Technology), moderated by Pete Stelling
Topical courses: The Science Behind the Stories (Achim Herrmann, Arizona State University), moderated by Andy Goodliffe
Courses with a multi-week project: Framing an Honors Physical Geology Course around Critical Thinking and Communication (Jeff Nunn, Louisiana State University), moderated by Kim Hannula
11:20-12:00 - Repeat of the above
12:00-1:30 - Lunch - Stav Hall, with private seating in Trolhaugen Room (west side of 3rd floor)
1:30-3:00 - Plenary Session: Teaching the Process of
Science, Anne Egger, Stanford University
Anne will introduce what is meant by the "process of science," the
research behind the need for explicitly teaching the process of
science (including misconceptions), and ways you can do so in your
introductory courses. In table discussions, participants will
assess their own courses in terms of teaching the process, and
share ideas about how they might do it better.
3:00-3:30 - Break, refreshments available in ballroom
3:30-5:00 - Working on your own course
This working session will tie the keynote presentation from Monday
night with the morning presentations. The purpose will be to have
people think about what they might do with their own courses at the
course design/overall impact level, rather than just tinkering with
a few assignments. Barb Tewksbury will talk for about 5 minutes to
give instructions and frame the work section, participants will
work solo for 15 minutes, and then tables will talk for about 45
minutes. Participants will then have another 15-20 minutes to work
on their own.
5:00-5:15 - End of day wrap-up - What are the key impacts of your course?
6:00-7:00 - Dinner -Trolhaugen Room (west side of 3rd floor)
7:10 - 1st shuttle bus to Carleton College departs - outside
Buntrock
7:25 - 2nd shuttle bus to Carleton College departs - outside
Buntrock
7:30-9:00 - Poster Session at Carleton - Mudd Hall
This will be an opportunity for participants to showcase methods, demos, projects or other ideas from their own intro courses. The format for presentations may be a traditional poster, a computer demo, a lab demo, or some combination of those. Please use the poster session form to let us know if you'd like to present something and what your needs are.
After the poster session there will be shuttle bus back to St.
Olaf.
Wednesday, July 16, Day 3: Focusing on Activities
All activities during day will be in Buntrock Commons, 3rd floor, St. Olaf College, unless otherwise noted
7:00-8:00 am - Breakfast - Stav Hall, (3rd floor of Buntrock)
8:15-8:30 - Preview of the Day - Sun and Gold Ballroom
8:30-10:00 - Designing Effective Assignments and Activities,
Barbara Tewksbury, Hamilton College
Barb will introduce a rubric for evaluating the quality of an
assignment or activity. Participants will consider strategies for
improving the effectiveness of a sample activity in preparation for
reviewing each other's activities after the break.
10:00-10:30 - Break, refreshments available in ballroom
10:30-12:00 - Review of Activities
Participants will review activities that have been submitted for
this workshop and provide feedback to authors.
12:00-1:30 - Lunch - Stav Hall, with private seating in Trolhaugen Room (west side of 3rd floor)
1:30-2:30 - Designing Effective Assignments and Activities I
Each presenter will spend 10 minutes describing their activity,
followed by 10 minutes of discussion. Select one session to attend.
Google Earth and GISReal World Scenarios and SimulationsUsing Google Earth to Investigate Concepts in Physical Geography, Allison Dunn, Worcester State College
Exploring and visualizing earthquakes with the GEON Integrated Data Viewer, Achim Herrmann, Arizona State University
GIS as Modules in an Introductory Course, Barb Tewksbury, Hamilton CollegeQuantitative SkillsOil and Gas Exploration Project, Andy Goodliffe, University of Alabama
Groundwater Consulting Lab, Karen Kortz, Community College of Rhode Island
The Environmental Geology of Your Home: A Capstone Project in an Environmental Geology Course for Non-Majors, Mike Phillips, Illinois Valley Community CollegeCase StudiesTracking Tectonic Plates: An Exercise in Testing Plate Tectonics with Two Independent Methods, Laurel Goodell, Princeton University
EarthScope GPS Data, Vince Cronin, Baylor University
Using USGS Stream-Flow Data to Develop Quantitative Skills in Introductory-Level Geology Classes, Ben Laabs, SUNY GeneseoField ActivitiesSuperfund Case Study, Tait Chirenje, The Richard Stockton College of New Jersey
Coastal Management Case Study for a North Carolina Barrier Island, Anne Jefferson, University of North Carolina at Charlotte
Earthquake Hazards: Case Study Analysis, Kaatje Kraft, Mesa Community CollegeIntegrating Field Stream Studies into an Introductory Geology Course, Angela Moore, Guilford College
The Amazing GeoRace, Simon Kattenhorn, University of Idaho
Putting it all Together: Using Dynamic Digital Maps to Provide a Framework for Field Trips, Chris Condit, University of Massachusetts - Amherst
2:30-2:45 - Break, refreshments available in ballroom
2:45-3:45 - Designing Effective Assignments and Activities II
Each presenter will spend 10 minutes describing their activity,
followed by 10 minutes of discussion. Select one session to attend.
Google Earth and GISReal World Scenarios and SimulationsUsing Google Earth to Investigate Concepts in Physical Geography, Allison Dunn, Worcester State College
Exploring and visualizing earthquakes with the GEON Integrated Data Viewer, Achim Herrmann, Arizona State University
GIS as Modules in an Introductory Course, Barb Tewksbury, Hamilton CollegeQuantitative SkillsOil and Gas Exploration Project, Andy Goodliffe, University of Alabama
Groundwater Consulting Lab, Karen Kortz, Community College of Rhode Island
The Environmental Geology of Your Home: A Capstone Project in an Environmental Geology Course for Non-Majors, Mike Phillips, Illinois Valley Community CollegeCase StudiesTracking Tectonic Plates: An Exercise in Testing Plate Tectonics with Two Independent Methods, Laurel Goodell, Princeton University
EarthScope GPS Data, Vince Cronin, Baylor University
Using USGS Stream-Flow Data to Develop Quantitative Skills in Introductory-Level Geology Classes, Ben Laabs, SUNY GeneseoGeoscience in the News and Popular MediaSuperfund Case Study, Tait Chirenje, The Richard Stockton College of New Jersey
Coastal Management Case Study for a North Carolina Barrier Island, Anne Jefferson, University of North Carolina at Charlotte
Earthquake Hazards: Case Study Analysis, Kaatje Kraft, Mesa Community CollegeCritiquing Inconvenient Truth and The Day After Tomorrow, Kira Lawrence, Lafayette College
Hot Topics in Global Warming: An Information Literacy Project, Elizabeth Johnson, James Madison University
Book Reviews, Oral and Written, of Popular Science Books, Heather Macdonald, College of William and Mary
3:45-4:00 - End of day summary and wrap up
4:00-6:00 - Work time - for revising activities or courses
6:10 - 1st shuttle bus to Northfield Golf Club departs - outside Buntrock
6:25 - 2nd shuttle bus to Northfield Gold Club departs - outside Buntrock
6:30-8:00 - Dinner, with cash bar - Northfield Golf Club
Shuttle bus back to St. Olaf will be available after dinner.
8:30 - Optional informal sessions
These concurrent sessions will allow for casual discussion and
exploration of two common topics relating to intro courses.
Buntrock Commons, Room 142
Teaching large classes - facilitated by Barb Tewksbury,
Hamilton College and Heather Macdonald, College of William and Mary
Buntrock Commons, Room 143
Thursday, July 17, Day 4: Integrating Content and Methods
All activities during day will be in Buntrock Commons, 3rd floor, St. Olaf College
7:00-8:00 am - Breakfast - Stav Hall, (3rd floor of Buntrock)
8:15-8:30 - Preview of the day - Sun and Gold Ballroom
8:30-10:00 - Plenary: Teaching Critical Thinking by Mary Walczak, Associate Professor and Chair of Chemistry, St. Olaf College
Critical thinking skills are often included as a goal for introductory geoscience courses. In this session we will consider what we mean in specific by critical thinking and most importantly, how we can assess students' progress in developing these skills. We will then turn our attention to strategies for developing these skills in introductory geoscience courses.
10:00-10:30 - Break, refreshments available in ballroom
10:30-12:00 - Overarching Issues in Designing Our Courses: Readings, Motivations, Misconceptions, and Skills
12:00-1:30 - Lunch - Stav Hall, with private seating in Trolhaugen Room (west side of 3rd floor)Reading - How do we effectively incorporate textbooks, primary literature, and other readings into our courses? (led by Anne Egger, Stanford University)
Communicating - How do we teach our students to communicate in writing and orally what they've learned? (led by Kaatje Kraft, Mesa Community College)
Assessing - How do we get beyond the final exam and effectively assess what our students are learning? (led by David Steer, The University of Akron)
Student motivation and attitude - How do the attitudes our students bring into the classroom affect how they learn, and what can we do about it? (led by Karin Kirk, SERC and Jennifer Wenner, University of Wisconsin Oshkosh)
Misconceptions - What misconceptions do students bring to our courses, and how do we address them? (led by Cathy Manduca, SERC and Kent Kirkby, University Of Minnesota)
1:30-3:00 - Repeat of most of morning session, with the misconceptions session replaced by the skills session. Select one topic to attend.
Reading - How do we effectively incorporate textbooks, primary literature, and other readings into our courses? (led by Anne Egger, Stanford University)
Communicating - How do we teach our students to communicate in writing and orally what they've learned? (led by Kaatje Kraft, Mesa Community College)
Assessing - How do we get beyond the final exam and effectively assess what our students are learning? (led by David Steer, The University of Akron)
Student motivation and attitude - How do the attitudes our students bring into the classroom affect how they learn, and what can we do about it? (led by Karin Kirk, SERC and Jennifer Wenner, University of Wisconsin Oshkosh)
Skills - What are the critical skills we want to teach in our introductory courses? (led by Cathy Manduca, SERC and Lisa Lamb, University of St. Thomas)
3:00-3:15 - Break, refreshments available in ballroom
3:00-3:45 - Workshop synthesis plenary
3:45-4:30 - Synthesis discussion in room-sized groups
4:30-5:30 - Final plenary discussion
6:00-7:00 - Dinner - Trolhaugen Room (west side of 3rd floor)
PLEASE NOTE: Airport Shuttle pick-ups will be from Ytterboe Hall and you must turn in your room key to Karin or Linda ($60 charge if not returned).
Friday, July 18: Departures
7:00-8:00 am - Breakfast - Stav Hall, (3rd floor of
Buntrock)
PLEASE NOTE: Room Check Out is 7:00 AM - 10:00 AM. You must turn in your room key to Linda or to the St.Olaf check-out staff. (Linda will be at the dorm for the early birds leaving before 7 AM.) There is a $60 charge if key is not returned.
Airport Shuttle pick-ups will be from Ytterboe Hall
Friday, July 18: Optional Course Design Workshop
All activities during day will be in Buntrock Commons, 3rd floor, St. Olaf College
7:00-8:00 am - Breakfast - Stav Hall, (3rd floor of Buntrock)
8:15-10:00 - Morning session - Gold Ballroom
10:00-10:30 - Break, refreshments available in ballroom
10:30-12:00 - Morning session, continued
12:00-1:00 - Lunch - Stav Hall, eat in cafeteria
1:00-4:00 Afternoon session
Airport shuttle pick-ups will begin at 4:00.
