Monday June 17 - Optional Field Trip
8 am -5:30 pm Optional Field Trip - San Francisco and Marin Headlands
(Click here for details, maps, and images.)
6:30 pm Optional dinner gathering in downtown San Francisco for those who've arrived early (on your own dime) -- Field Trip participants will gather near SW Hotel at 6:30 pm heading into North Beach Italian Corridor (pizza, pasta, and more...) around Broadway & Columbus
Tuesday, June 18
Theme: WHAT do we teach in Oceanography?
8:15-8:30 am Welcome and Logistics + Action Plan Instructions - Main Conference Room (402)
(tea and coffee provided)
8:30-9 am Introductions and Ice Breaker - Main Conference Room (402)
9-10:15 am Invited Plenary Talk - Sustainable Oceans and Educating Future Citizens - Dr. Sylvia Earle - Main Conference Room (402)
10:15-10:30 am Break (light snack provided) (402)
10:30-11:45 am Round Table Discussions: Opportunities and Challenges in Teaching Oceanography & Activity Review - Main Conference Room (402)
Review of efforts completed prior to workshop - What's on your mind? Discussions about survey results and pre-workshop activity review
11:45 am -12 pm Reflection/Action Plan
12-1 pm Catered lunch - Main Conference Room (402)
1:-1:45 pm Teaching Oceanography - Case Studies - - 4 concurrent sessions - 14th floor classrooms (4)
FORMAT: 20-30 minutes of presentation, 15-25 minutes of Q&A and interactive: how to incorporate into your class
- Google Earth & Monterey Bay - Alfred Hochstaedter - 1401
Use Google Earth to student seacliff retreat in the Monterey Bay area and more (participants required to have laptops with Google Earth installed)
- Marine Sediments/Paleooceanography - Kristen St. John - 1402
Review pedagogy and exercises related to case studies (published in Reconstructing Earth's Climate History: Inquiry-based Exercises for Lab and Class).
- Coral Reef Ecology - John Fitzpatrick - 1404
Stimulate and engage students in the process of science through the interactive study of coral reefs -- including ecological concepts, basic statistics, and environmental conservation. Examine major anthropogenic threats that are driving coral reef decline worldwide and learn what we can do to reduce stress on coral reefs worldwide, even if we are in landlocked states.
- Using Tsunami to Measure the Depth of the Pacific Ocean - Martin Farley - 1405
Recreate an analysis originally done by A.D. Bache in 1855, with better data including data from the 1964 Alaska Good Friday Earthquake tsunami and more recent tsunamis.
1:45-2 pm Reflection/Action Plan
2-2:45 pm Bringing Oceanography into the Classroom - 4 concurrent sessions - 14th floor classrooms (4)
FORMAT: 20-30 minutes of presentation, 15-25 minutes of Q&A and interactive: how to incorporate into your class
- Misconceptions in Oceanography - Kathryn Hoppe, Stephanie Jaeger, Hilary Lackey - 1401
Explore common misconceptions in introductory oceanography and strategies for overcoming them.
- Teaching Oceanography in Landlocked Regions - David Kobilka & Janelle Sikorski - 1405
Explore some of the challenges in teaching oceanography away from the ocean and ways to overcome them.
- Building Underwater Remotely Operated Vehicles (ROVs) - Debra Woodall - 1402
Review and see a demonstration on how to design, engineer, and build a fully functional underwater ROV.
- Going to Sea -a Unique Experience for Ocean Scientists - Bob Chen - 1404
Explore models for efficient seagoing experiences for undergraduates as well as strategies to attempt to participate in these experiences in the classroom. There are few disciplines that have such a powerful experience as going to sea. Whether students participate on a 2-hour cruise around the harbor, a 1-day sampling trip, or a 10-day research expedition, going to sea is invaluable in allowing students to participate in "real" oceanography.
2:45-3 pm Reflection/Action Plan
3-3:15 pm Break (light snack provided) (402)
3:15-4:15 pm Sustainability; Stewardship; Ocean Resources, International Policy - Main Conference Room (402)
Gallery Walk and Q&A/discussion
4:15-4:30 pm Reflection/Action Plan
4:30-5:30 pm Student Learning Outcomes, Assessment, and Course Design - Steven Taylor, Katryn Wiese, Elizabeth Gordon - Main Conference Room (402)
We'll do some work here -- so be sure to have handy your course SLOs, schedule, and sample assessments)
5:30-6 pm Reflection and Daily Road Check - Main Conference Room (402)
6:30 pm Dinner at Gaylord's Indian Restaurant (8-minute walk)
Wednesday, June 19
Theme: HOW Do We Teach Oceanography? Strategies and Best Practices
8:15-8:30 am Logistics - Main Conference Room (402)
(tea and coffee provided)
8:30-9:30 am Active Learning - Al Trujillo - Main Conference Room (402)
10-10:15 am Reflection/Action Plan
10:15-10:30 am Break (402) (light snack provided)
10:30 am -12:15 pm Go to Class 1: Be a student participating in a 2-hour lab - 4 concurrent sessions - 14th floor classrooms (4)
- OOI Lab Builder: Ocean Acidification and Hurricanes - Janice McDonnell & Scott Glenn - 1401
Explore the Lesson Lab Builder (LLB), a tool developed for undergraduate professors to design laboratories and problem-based activities using archived and real time data. Two prototype lessons including topics such as ocean acidification and hurricanes will be demonstrated using the LLB software. The LLB is part of a suite of undergraduate focused learning tools being developed by the NSF-funded Ocean Observing Initiative Education and Public Engagement (OOI EPE) group.
- Anomalous behavior in the equatorial Pacific - Becca Walker - 1405
Use Pacific SST, wind, and precipitation data from 1999-2011 to characterize the positive, negative, and neutral phases of ENSO. Then consider ENSO's influence on coastal upwelling and natural hazards. (This lab is an example of a module in production as part of the InTeGraTe curriculum development project.)
- Isostasy: From a floating idea to dynamic understanding - Stephen Schellenberg - 1402
Scaffold from the concept of density to Archimedes' Principle to dynamic isostasy to develop a process-based understanding of regional to global bathymetric and topographic patterns.
- Density-driven circulation - Elizabeth Gordon - 1404
Develop a hypothesis about what is likely to happen to thermohaline circulation as Arctic ice continues to melt, and design your own experiment using simple materials to test your hypothesis. Communicate findings in a report, which describes methods in a way that someone else could follow, and makes connections between this simple lab experiment and the 'big picture' of density-driven circulation. This is a lab that is aligned with the general education 'problem solving' objective and is evaluated by a rubric.
12:15-12:30 pm Reflection/Action Plan
12:30-1:30 pm Catered lunch (402) + Share Fair set up (14th floor)
1:30-2:30 pm Go to Class 2: Be a student participating in an interactive lecture/discussion section (3 short interactive classroom activities) - 4 concurrent sessions - 14th floor classrooms (4)
Session: Biological Oceanography - 1401
Session: Seawater - 1402
- The Great Clade Race - Susan Richardson
Reconstruct an imaginary racecourse from a set of eight file cards with stamps on them. The correct map is discussed in the context of phylogenetic trees and their terminology. Activity comes from Goldsmith, 2003 can be used in discussions of evolution and/or marine biodiversity.
- Critter Du Jour - Cynthia Venn
Examine one component of an organism to solve its mystery and answer questions such as: What kind of organisms is this? What is this component used for?
- Invertebrate model - Alex Turra
Build a model to represent anything related to invertebrate morphology, functioning and/or behavior (using basic and cheap materials). Models should be self-explanatory, biologically correct, and able to be manipulated.
- Overfishing and the Tragedy of the Commons: An In-Class Competition for Fish (aka extra credit pts) - Katie Farnsworth
Demonstrate some of the reasons overfishing has become a problem due to the Tragedy of the Commons, adapted from an exercise from the Fraser Institute and usable in all class sizes.
Session: Seafloor Mapping & more - 1404
- Hydrogen Bonding - Elizabeth Nagy-Shadman
Compare and contrast the behavior of droplets of water and oil l to understand polarity and hydrogen bonding.
- What is in the Water? - Bob Chen
Investigate, like ocean scientists, what is in seawater, e.g. every element in the periodic table, 1000s of molecules including caffeine, ibuprofen, and DDT, and carbon sequestered by intertidal wetlands. This simple activity allows students to explore their own water sample while learning key concepts about water, scientific observation, and the practice of science.
- Make it melt faster! - Mirjam Glessmer
Explore how melting of ice cubes floating in water is influenced by the salinity of the water. Important oceanographic concepts like density and density driven currents are visualized and can be discussed on the basis of this experiment.
Session: Atmosphere & Currents - 1405
- Google Earth - Oceans - Beth Dushman
Explore the basics of using Google Earth-based activities in lecture or lab. We will cover the basics of creating placemarks and .kmz files and explore some of the useful layers and datasets available for Google Earth. Examples will include shoreline changes due to longshore transport, geological features from the South Texas Coast, bathymetry and volcanoes at mid-ocean ridges and subduction zones, and earthquakes at plate boundaries. (participants will find this most useful if they have laptops with Google Earth installed)
- Paper Plates: Make Your Own Spreading Center - Katherine Shaw
Build a small, cheap, model of seafloor spreading and use it to determine why important changes in oceanic lithosphere are correlated with distance from the mid-ocean ridge.
- Is that True? - Steven Hovan
Ask students to research the "truth" behind statements from recent news articles and provide their opinion about what is "true". Examples include statements about hurricane intensity increases due to global warming, Coriolis effect and southern hemisphere, etc.
- Atmospheric Pressure and Surface Wind Patterns - Jacqueline Boucher - Consider solar insolation, air composition, and air density to deduce the pattern of atmospheric circulation on a water-covered, non-rotating planet surrounded by suns.
- Summary of ocean gyre circulation and implications for global primary productivity - Megan Jones
Demonstrate understanding of surface circulation in ocean gyres and how it is related to broad patterns of global primary productivity by completing a schematic sea surface map and sea surface profile of the Atlantic Ocean. This simple visual framework allows students to see any misconceptions they have about the relationship/connection between surface circulation and primary productivity and to correct them.
- Mapping Paleocurrents: Using the Past to Understand the Present - Laurie Grigg
Working back from the present, reconstruct the location of past surface currents based on the location of the continents and global atmospheric circulation patterns. Also consider the importance of oceanic gyres in global heat transport by identifying warm and cold currents, as well as, areas that in the past were isolated from hemisphere-scale gyres and as a result, experienced unusually cold or warm conditions.
2:30-2:45 pm Reflection/Action Plan + Share Fair set up (14th floor)
2:45-3:30 pm Share Fair A: Demonstrations (+/- Poster) of favorite Oceanography teaching activities (14th floor)
Half the group sets up their activities. Participants circulate for informal demonstrations and discussions.
3:30-3:45 pm Break (402) (light snack provided)
3:45-4:30 pm Share Fair B: Demonstrations (+/- Poster) of favorite Oceanography teaching activities (14th floor)
The other half of the group sets up their activities. Participants circulate for informal demonstrations and discussions.
4:30-5 pm Share Fair clean up and Reflection/Action Plan
5-6 pm - Walk to Pier 39 (25 minutes -- average walking place with no distractions)
6-7 pm Aquarium of the Bay on Fisherman's Wharf (Pier 39)
7-7:30 pm Waterfront and sea Lions exploration
7:30 pm Dinner at Fog Harbor Restaurant (Pier 39)
9 pm Return walk to hotels
Thursday, June 20
Theme: The Future - What more can we do?
8:15-8:30 am Logistics - Main Conference Room (402) (tea and coffee provided)
8:30-9:00 am Career Resources for Students & Networking - Jan Hodder (with Mirjam Glessmer) - Main Conference Room (402)9-9:15 am Reflection/Action Plan
9:15-10:30 am Online Teaching & Resources - Al Trujillo (with Monica Bruckner, Don Reed, Stephen Schellenberg, Katryn Wiese) - Main Conference Room (402)
(series of presentations, interactive activities, and Q&A/discussion)
10:30-10:45 am Reflection/Action Plan and Break (light snack provided)
10:45-11:15 am Sharing Best Practices - Main Conference Room (402)
11:15-11:45 am Resources for Next Steps - Kristen St. John (with Janice McDonnell, Dave Mogk, and Becca Walker) - Main Conference Room (402)
(series of presentations, interactive activities, and Q&A/discussion) - opportunities through InTeGraTe; follow on activities GSA, AGU; themed publication for JGE; NSF, OOI.
11:45-12 pm Reflection/Action Plan12-1 pm Catered lunch
1-2 pm Whole Group Reflection Gallery Walk - Main Conference Room (402)
What's Missing? What do we need? Suggestions for working groups to explore new topics and approaches
2-3:30 pm Working groups - Main Conference Room and 14th Floor Science rooms
3:30-4:30 pm Town Hall Meeting - Reports from working groups - Main Conference Room (402)
4:30-5 pm Work plans and workshop evaluation
6:00 pm Optional dinner gathering and evening event for those interested (on your own dime) to The Exploratorium After Hours Event (adults-only evening event -- open bar -- crazy interactive science exhibits -- very fun!) - $15 for entry ticket. 2 restaurants on site: Seismic Joint Cafe & the Seaglass Restaurant (15-minute walk)
7:30 pm tour led by on-site expert
Friday June 21 - Optional Field Trip
8 am - 8 pm - Optional Field Trip - Pacific Coast South of San Francisco & South San Francisco Bay
- includes South Bay Cruise -- Dinner on return (on on dime) (Click here for details, maps, and images.)