City College of San Francisco
Cutting Edge part of Cutting Edge
The On the Cutting Edge project helps geoscience faculty stay up-to-date with both geoscience research and teaching methods through workshops and websites which combine to provide professional development opportunities, resources, and opportunities for faculty to interact with colleagues around the world.
Pollution or fishing industry research project part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Students select a particular type of pollution or fishing/commercial industry in the ocean (plastics, radioactive waste, offshore oil, bluefin tuna, shrimp farming). Describe its story â how humans are impacting global oceanic systems and how the ocean is responding.
Mineral Properties -- Learning through Experience part of Geoscience in Two-year Colleges:Activities
Students are asked to come pick up a mineral in a box -- open the box -- handle and observe the mineral -- and then locate all the other individuals in the room with that same mineral. Students are told that there are exactly 5 distinct minerals, and that when students think they've created a group of 3 matches, they should contact the professor for confirmation. The professor confirms that they have a match and then moves the group to a particular location in the room and instructs the remaining students to be sure to check with this group (group #1) to see if they have the same mineral. Meanwhile, all those in group 1 need to help folks find them AND come up with a verbal list of what characteristics their mineral has in common. The same occurs for Groups 2-5 until everyone has located their correct group. The five minerals that I use in this exercise are calcite, quartz, gypsum, halite, and fluorite. I include samples in all colors and forms. I have to frequently tell those who are really lost to go to each of the groups, as they identifiy themselves and check to see if they belong. Once everyone is assigned to a group (and I've checked to confirm they're in the right group), I get members of each group to call out what their shared properties are (in any terms they like). Eventually we get color, luster, crystal shape, cleavage/fracture, transparency/opacity, and hardness covered.
Oceanography (an introduction) part of Geoscience in Two-year Colleges:Courses
Lecture class that meets 3 hrs per week (either 3 hrs/once a week at night or 1.5 hrs/twice a week) and covers the following topics. The ocean environment. Physical, chemical, biological, geological, and ecological aspects of the oceans, including the origin and extent of the oceans; nature of ocean basins and crust; causes and effects of currents, waves, and tides; biogeochemical cycles; plant and animal life in the sea; marine ecology.
Oceanography Lab (an introduction) part of Geoscience in Two-year Colleges:Courses
Lab class that meets 3 hrs per week (one day) and covers the following topics. Exploration of the ocean environment. Nautical and bathymetric charts; ocean floor features, sediments, and rocks; physical and chemical properties of seawater; beach deposition and erosion; interactions of currents, waves, and tides; marine life, ecology, and communities.
Sustainability in an Oceanography Course part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Essays
Katryn Wiese, Earth Sciences, City College of San FranciscoCurrently the primary classes in which I teach about Sustainability are Oceanography, Environmental Geology, and Physical Geology. Oceanography is my ...
Preparing Students for Geoscience Careers -- CCSF part of Geoscience in Two-year Colleges:Supporting and Advancing Geoscience Education in Two-Year Colleges:Workforce Development:Preparing Students in Two-year Colleges for Careers:Essays
After transferring to a 4YC, my 2YC students should feel competitive, confident, and supported. To achieve that goal means setting up a support network of faculty and fellow students and giving them strong foundational skills, knowledge, and experiences. It also means building career and workforce skills. Since I cannot supply all of this myself, I rely on colleagues at 4YCs and research labs and industry and consultants. And I strive to bring part-time faculty into my department who can help us stay fresh in what the workforce wants.
Career Profile: Katryn Wiese part of Cutting Edge:Early Career:Workshop Leader Profiles:Career Profiles
City College of San Francisco City College is a two-year college. Katryn Wiese is one of the leaders of the 2009 "Early Career Geoscience Faculty" Workshop. Prior to the workshop, we asked each of the ...
Career Profile: Katryn Wiese part of Cutting Edge:Career Prep:Job Search:Career Profiles
B.S. Caltech, Geology (including three summers doing research in 1) astrophysics, 2) geochemistry in Australia, 3) geochemistry in Hawaii). M.S. Oregon State University, Geology (volcano research in Iceland + 2 ocean research cruises on mid-ocean ridge basalts) 2-years U.S.G.S. Geologist (Oil & Gas) 1-year Ph.D. work at Stanford University (during which I decided teaching interested me more than research) 2-years High School TeacherâPhysics, Calculus, Stats, Algebra, Trigâwhile teaching Geology one evening a week at City College of San Francisco (high school sucked me dry -- City College restored me) 3-years Programmer/Writer/InstructorâSoftware Development Company 16 years Instructor Oceanography & Geology at City College of San Francisco 2.5 years Department Chair Earth Sciences at City College of San Francisco For more information, you can review my professional web page
Career Prep Participants 2006: Leader
Early Career 2009 Participants: Leader