Workshop Program

5:00 PM Welcome and Opening Reception

Icebreaker activity: Gallery walk
Workshop participants worked in small groups and responded to various teaching dilemmas involving the affective domain. The three gallery walk cases and the participants' responses are below.
6:15 Dinner

7:15 Opening Remarks and Discussion: What is the affective domain, and what are the key issues?

7:45 Opening plenary talk—
Title slide from Tom Koballa's presentation: Affective Domain and Key Issues
Affective Domain and Key Issues (PowerPoint PRIVATE FILE 223kB Feb20 07)
Thomas Koballa
, Department of Mathematics and Science Education, University of Georgia

Monday, February 12, 2007


Morning topic: Understanding and Improving Student Motivation


8:15-9:00 Opening remarks, Gallery walk
See the questions and responses from the Gallery Walk.

Case study presentation
[image 8343 left border
file 8176]

Meeting the learning goals with a "below average" course (PowerPoint PRIVATE FILE 150kB Feb20 07)
by Jeff Johnston
, Center for Teaching, Vanderbilt University

Read Jeff's Dilemma and responses from workshop participants.



Panel Presentations addressing issues raised in the Johnston case
Title slide from Eric Pyle's presentation, Internal and External Aspects of Motivation
Internal and External Aspects of Motivation (PowerPoint PRIVATE FILE 332kB Feb20 07)
Eric Pyle
, Department of Geology & Environmental Science, James Madison University
Title slide from Jenefer Husman's presentation, Thinking About Motivation
Thinking About Motivation (PowerPoint PRIVATE FILE 139kB Feb20 07)
Jenefer Husman
, Psychology in Education, Arizona State University
Title Slide from Karl Wirth's presentation, Thinking About Learning: Motivating Students to Develop Into Intentional Learners
Thinking About Learning: Motivating Students to Become Intentional Learners (PowerPoint PRIVATE FILE 720kB Feb20 07)
Karl Wirth
, Department of Geology, Macalester College

10:15-10:30 Break

10:30-11:30 Small Groups

Small groups of 2-3 write solutions to Jeff Johnston's case study based on different scenarios
Read other dilemmas and solutions about student motivation

11:30-12:00 Report out, discussion and synthesis

12:00-1:15 Lunch

Afternoon topic: Understanding and Improving Student Attitudes


1:15-1:30 Introduction to Attitudes

1:30-2:15 Small groups
Write teaching dilemmas about student attitude, comfort level and fear

2:15-2:30 Break

2:30-4:00 Panel addressing student attitudes, comfort and fear

Kathie Owens, Curricular and Instructional Studies, University of Akron

Title slide from Matthew Nyman's talk: A Laboratory for Investigating  the Affective Domain: Teaching Science to Teachers A Laboratory for Investigating the Affective Domain: Teaching Science to Teachers (PowerPoint PRIVATE FILE 533kB Feb20 07)
Matthew Nyman
, Department of Earth and Planetary Sciences, University of New Mexico

Title slide from Alan Boyle's presentation: Why Groups?
Why Groups? (PowerPoint PRIVATE FILE 712kB Feb20 07)
Alan Boyle
, Department of Earth & Ocean Sciences, University of Liverpool
Title slide from Kelly Rocca's presentation, Immediacy in the Classroom: Research and Practical Implications
Immediacy in the Classroom: Research and Practical Implications
Kelly Rocca
, College of Liberal Arts and Sciences, St. John's University

4:00-5:00 Small Groups
Groups of 2-3 write solutions to dilemmas about student attitude, comfort level and fear
Read dilemmas and solutions about student attitudes.

5:00-5:30 Report out, discussion and synthesis

7:00 Dinner on the town

Tuesday, February 13, 2007


Morning topic: Teaching Controversial Topics


8:15-9:00 Opening remarks, Gallery walk

8:30-9:15 Small groups
Pose dilemmas about teaching controversial topics

9:15-10:15
Title slide from Claudia Khourey-Bowers' presentation: Using Structured Academic Controversy to Address Beliefs about Evolution
Using Structured Academic Controversy to Address Beliefs about Evolution (PowerPoint PRIVATE FILE 30kB Feb20 07)
Claudia Khourey-Bowers
, Teaching Leadership and Curriculum Studies, Kent State University - Stark
(40 minute presentation, then time for group discussion)
A thumbnail image from a video demonstrating the Structured Academic Controversy technique
See video clips from the structured academic controversy presentation.
Additional materials for structured academic controversy
10:15 - 10:30 Break

10:30-11:30 Small groups
Groups of 2-3 write solutions to dilemmas about controversial or other topics
Read dilemmas and solutions about teachings controversial topics.

11:30-12:00 Report out, discussion and synthesis

12:00-1:15 Lunch

1:15-1:45 Whole group discussion
What are some key themes, important lessons learned, areas in need of attention and other issues still to be discussed?

1:45-2:45 Small group discussions

2:45-3:00 Break

3:00 - 5:00 Small group work time
Workshop participants self-organized into working groups focused on two products:

  • Concept map of the role of the affective domain in geoscience teaching
  • A research proposal to measure affective outcomes in geoscience classes

5:00-5:30 Closing discussion, evaluation

7:00 Group dinner at Chapati: Cuisine of India, 214 Division Street
Advertisement