Essays on Geoscience at Two-Year Colleges
Participants in several workshops have contributed essays touching on various challenges and opportunities of teaching at two-year colleges.Help
Results 1 - 20 of 119 matches
Suzanne (Suki) Smaglik part of Cutting Edge:Affective Domain:Workshop 07:Workshop Participants
Suki Smaglik, Central Wyoming College
Chemistry & Geology, Central Wyoming College Personal Home Page What are the key issues related to the role of the affective domain in teaching geoscience that you would like to engage at the workshop? ...
Kaatje Kraft part of Cutting Edge:Affective Domain:Workshop 07:Workshop Participants
Kaatje Kraft, Mesa Community College
Physical Science, Mesa Community College Homepage What are the key issues related to the role of the affective domain in teaching geoscience that you would like to engage at the workshop? The cultural & ...
Kaatje Kraft part of Cutting Edge:Metacognition:Workshop 08:Participant Essays
Kaatje Kraft, Mesa Community College
Teaching Metacognition: Preparing Students to Be Successful by Kaatje Kraft, Physical Science Department, Mesa Community College As a faculty member at a community college I encounter a wide diversity of ...
Physical Geology Laboratory part of Essays
Jacquelyn Hams, Los Angeles Valley College
The most challenging aspect of teaching at my institution is that the students span the entire range of preparedness. Some can perform at the level of geoscience majors, and others do not have basic English language skills, and cannot perform simple mathematical calculations. This makes it particularly challenging to teach the introductory laboratory courses which require students to read carefully, follow instructions, and perform basic functions such as graph reading and simple mathematical calculations.
Strategies for a Strong Geoscience Program at Red Rocks Community College part of Essays
Eleanor J. Camann, Red Rocks Community College
When considering the strategies our program has used to meet some of the challenges associated with teaching at a two-year college, our effective use of non-traditional courses and transfer agreements immediately came to mind. I have only been teaching at the community college level for a couple of years, so I was not the first to initiate these tactics here at Red Rocks Community College, but I have found them to be very effective and think they're practices worth continuing and sharing with others who work in a similar setting.
How CCSF broadens geoscience participation part of Essays
Katryn Wiese, City College of San Francisco
Community colleges are the location of choice for community education (post graduate), job certificates, and future graduates looking for the most affordable educational path. As such, we have the unique opportunity to become an integral part of a community and serve it at all levels. We are educators in a wide range of capacities and our doors are open to all. We work with K-12 teachers and their classrooms; local science workshops; local news organizations; local parks; municipal services; politicians; and surrounding 4-year institutions to which our students transfer.
Addressing 2YC Challenges at Portland Community College part of Essays
Frank Granshaw, Portland Community College
Challenge #1 Networking among community college geoscience educators Challenge #2 Supporting new and part-time faculty Challenge #3 Addressing the needs of the "average" student now taking our courses Challenge #4 Encouraging students interested in careers in the geosciences
COSEE - Pacific Partnerships part of Essays
Jan Hodder, Oregon Institute of Marine Biology, University of Oregon, COSEE
I am the director of one of the National Science Foundation funded Centers for Ocean Science Education Excellence (COSEE) www.cossee.org. One of the goals of my center, COSEE Pacific Partnerships, is to increase the opportunities for community college faculty and students to learn about the ocean.
Promoting Earth science literacy in introductory courses part of Essays
Becca Walker, Mount San Antonio College
As a community college geoscience professor, the majority of my students are non-science majors, enroll in my courses to satisfy a general education transfer requirement, and do not intend on continuing in geoscience. Although I am thrilled when former students return for a second course, I teach with the assumption that for most of my students, this will be their lastand in many cases, onlyexposure to Earth system science at an institution of higher education. As such, I believe that promoting Earth science literacy in all of my courses is essential and have thought deeply about how to infuse Earth science literacy into my curricula in ways that my students find intellectually engaging and useful. I have provided a few examples of strategies that I usesome are more time and labor-intensive than othersand forms of assessment.
The Role of Geoscience Courses in Maryland's Associate of Arts in Teaching Degree part of Essays
Richard Gottfried, Frederick Community College
What better way to encourage greater participation of two-year colleges in geoscience education than to be a part of the teacher training process. Universities and four-year colleges have historically shouldered the responsibility of training teachers. But the number of qualified instructors has not kept up with the demand, especially in the STEM subjects. In response to this situation, Maryland has identified the two-year colleges as partners in teacher education. The result is the Associate of Arts in Teaching degree. This degree is set up so that students can articulate into a four-year program seamlessly.
The Whole Is Greater Than the Sum of the Parts part of Essays
Amanda Palmer Julson, Blinn College
When I started teaching at Blinn College in the summer of 1996, I was the second of two part-time Geology instructors. Our classroom/lab was located in a converted strip mall, we had an institutional collection of about two dozen rocks stored in baby-wipe tubs, and we approached each new semester with anxiety, hoping that our classes would make.
Earth Science Literacy: It's Happening All Around You. Use It. part of Essays
Paul Cutlip, St. Petersburg College
As with most education, one of the most important aspects of effective geoscience education is making the material relevant to the students' "everyday lives". Without exception the most popular unit I teach each semester is volcanoes (nothing sells quite like death and destruction). But without a doubt, when I am discussing things that the students feel will actually affect them they become much more meaningfully engaged. We are in a unique position in the geosciences, we are teaching topics that are becoming more and more a part of the public policy discussion in this country. From global warming to oil spills geoscientists have something useful to say about a lot of what's in the news, doing so engages our students like little else, and not doing so does them a disservice.
Growing Your Program Out in the Field part of Essays
Suki Smaglik, Central Wyoming College
Its hard to believe that when I arrived at Central Wyoming College ten years ago that geology had not been taught here for almost twenty years, and then only occasionally. Here we sit in the place that many geology camps bring their students to learn their field skills. There were two courses on the books: Physical and Historical. The year prior, the University of Wyoming (our only public 4-year institution) removed the prerequisite for Historical and made them both entry-level courses. While we don't have to follow everything that UW does, it makes transfer easier for our students to transfer if we do follow much of it. As at most institutions, entry-level geoscience courses serve a mixed population of potential majors to general studies, and it is always challenging to make the information relevant to all. (But that is the topic of a different essay.)
Fostering Communication Among 2-year College Geoscience Faculty: Trials and Tribulations part of Essays
John Bartley, Muskegon Community College
Ten years ago, I was a participant in the first planning workshop for broadening participation of 2-year colleges in geoscience education. Since then, some changes have taken place to improve things for 2-year college geosciences, but many of the concerns and problems shared among the participants at that first conference are still with uslimited resources, professional isolation, the absence of a national organization devoted to 2YC geoscience education issues, etc.
Geoscience at Highline Community College part of Essays
Eric Baer, Highline Community College
The most successful action was offering many introductory classes. This allowed students to take multiple introductory level classes and raised enrollments throughout. Furthermore, by having students take multiple classes we usually have a few students in each class that have had a previous class and so are more advanced. These students raise the educational achievement of all by becoming informal leaders.
The Two Year College and Beyond part of Essays
Pamela Gore, Georgia Perimeter College
Georgia Perimeter College enrolls more freshmen by far than any single 4-year institution in the State. In Fall 2009, nearly 15,000 freshmen were enrolled at GPC, compared with only about 5000 at the University of Georgia and similar numbers (4000-5000) at several other colleges and universities in the State. While there are 33 Geology majors, fewer than 5 students graduate each year with a Geology degree. The other students transfer directly into 4-year institutions before graduation through our Transfer Admission Guarantee (TAG) Agreements, which guarantee acceptance at one of approximately 40 4-year institutions, when maintaining a particular GPA and amassing a certain number of credits. At one time, we were told by a local University that GPC transfer students performed better and graduated at higher rates than students who started at that university.
Repackaging the Geoscience Curriculum part of Essays
David Kobilka, Central Lakes College
I work at a small rural community college where I am the only full time geoscience faculty. When I arrived here, hired on as an adjunct, enrollment was down college wide and registration for Earth Science classes was abysmally low. Administration had a tenuous commitment to even having an Earth Science department in semesters prior to my arrival there had been no Earth Science courses offered at all. My first semester department budget did not even cover photocopies. Thanks to the generosity of colleagues I patched together charity from other departments for things like test forms and chalk.
Challenges and Opportunities in Broadening Participation in Geosciences part of Essays
Ann C.H. Hadley, Manchester Community College
Manchester Community College is located just to the east of Connecticut's capitol city, Hartford. Our college's service area includes both urban and rural communities. We serve students who are from many different cultural backgrounds and who speak over fifty different languages. To promote student participation in geosciences and environmental sciences, we use several difference tools at the college.
Learning from Outside part of Essays
William Van Lopik, College of Menominee Nation
Teaching geoscience in a tribal college has its own challenges and mazes that must be circumvented. These difficulties often relate to the meshing of two different unique forms of teaching and learning. The predominant native student body has a different "way of knowing" than the non-native professor who has been steeped in the objective, predictable knowledge system of western science. These differences are best characterized by the difference between indigenous knowledge and the scientific method. I am not one to say that one is better than the other, only that they are two distinct perspectives. An integration of the two is required in order for students to appreciate and understand the geosciences. The symbiosis between these two ways of thinking is called "integrative science." The challenge for the instructor is to design and teach their class in such a matter that is receptive and interesting based upon the students' way of learning.
Recognizing Opportunities: Expanding Earth Science Literacy by Understanding the Role of Community Colleges in U.S. Education part of Essays
Wendi J. W. Williams, NorthWest Arkansas Community College / University of Arkansas at Little Rock
Two-year colleges provide a skilled graduate-level educated faculty focused upon teaching. Natural or physical sciences faculty have graduate training in their subject areas. Many 2-year colleges require at least a Master's degree for any faculty science division hire or require a minimum of 18 graduate units in the discipline (depending upon the State and/or institution). A growing number of faculty have earned Doctoral degrees (upwards of 10%, with the greatest number achieved by adjunct faculty; AACC, 2009). Numerous faculty are "shared" by 2-year and 4-year institutions, working combinations of part time and full time at both types of institutions simultaneously (e.g. this author). Community college faculty professional development emphasizes pedagogy and androgogy techniques for diverse populations. These faculty play an important role in the training of students in introductory laboratory science courses by offering smaller class sizes (generally 30 or less students per faculty), and providing more personalized "active learning" instruction. Pre-service teachers, particularly primary-levels, can receive suitable strategies in instruction modeled during content classes (Fathe and Kasabian, 2009). It is interesting to note that participants of the American Geophysical Union workshop on Earth Systems Science (AGU, 1996) grasped that most students begin their college training at 2-year institutions, however many of the articulation agreements for transfer to 4-year programs granting baccalaureate degrees are controlled by 4-year institutions. This has the effect of restricting community college faculty in the use of their collective expertise and ingenuity in delivering contemporary Earth system science curriculum (AGU, 1996).