Workshop 2014

Using the Neotoma Database in the Classroom

To be held in association with the August, 2014 AMQUA meeting (Aug. 7-9), in Seattle, WA

The use of real data in teaching is a powerful way to engage students in scientific thinking and learning. A 1.5 day workshop designed to develop teaching activities for the undergraduate classroom, making use of the Neotoma Paleoecology Database, will be held in August, 2014, either just before or just after the AMQUA meeting (Aug. 8-9), in Seattle, WA. The NSF-funded Neotoma database has North American pollen and fossil mammal data for the past 5 million years. Additional datasets will also be available by the time of the workshop.

This will be a hands-on workshop. Applicants will be asked to provide an idea for a teaching activity using the database in advance of the workshop. Time at the workshop will focus on the development of specific teaching activities, using the database and incorporating best practices in teaching with data. Activities could be for use in any undergraduate course, including environmental science, geology, global change, biology, ecology, or geography courses. We expect that most activities will focus on data that reveal changes since the end of the last Ice Age and species' responses to those changes.

Participants will be paid a stipend of $200 to help cover the cost of housing and meals during the workshop.

The deadline for workshop applications will be in the spring of 2014. Check here for additional information as the workshop approaches.

Workshop Conveners

Allan Ashworth, Geosciences, North Dakota State University
Russell Graham, Geosciences, Pennsylvania State University
Eric Grimm, Illinois State Museum
Carol Ormand, Science Education Resource Center, Carleton College

This workshop is supported by the Neotoma Database project. Funding is provided by the National Science Foundation - Division of Earth Sciences (grants #0947459 and 0948652). Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.