Workshop Program

Note: the 2007 workshop is over. Find out more about the "Preparing for an Academic Career in the Geosciences" workshops, or read on for more information about the 2007 workshop.
Jump down to Friday * Saturday * Sunday

Thursday, August 2, 2007


1:00-5:30 Registration and arrival
Participant check in at Smith Hall. See travel and logistics page for additional information.

Optional Pre-Workshop Events on Thursday Afternoon


These pre-workshop events will be held in the Department of Geology and Geophysics, Weeks Hall.

2:30-3:30 Concurrent Sessions

  • Careers in Museums
    Rich Slaughter, University of Wisconsin Geology Museum Director, Room A230
    The session will feature an overview of the opportunities for careers in museums including advice on how to position yourself to be competitive for such jobs.
  • Enhancing Student Learning through Inclusive Teaching
    Don Gillian-Daniel, Delta Program in Research, Teaching and Learning, University of Wisconsin, Room A257
    Educators often approach diversity as a problem to be addressed, rather than an opportunity for all to excel. Adding a statement of inclusivity to your syllabus is one step, but what next? This session will model a range of approaches, as well as a rationale for selecting them, for creating a more inclusive learning environment throughout the semester. Participants will leave with resources to help them create inclusive learning environments in their own classrooms.
  • Wiring the Megathrust: Drilling for Earthquakes in the Nankai Trough Subduction Zone / Above my Pay Grade: Teaching and Doing Geocience in the Era of Large Projects
    Harold Tobin, Department of Geology and Geophysics, University of Wisconsin, Room 235
    For the past six years, I have been the Chief Project Scientist for the IODP program to drill into, sample, and instrument a subduction megathrust within the plate interface seismogenic zone at the Nankai Trough of SW Japan, site of repeated historical great earthquakes and tsunami. The NanTroSEIZE project, which will begin in September 2007, presents scientific, technical, and organizational challenges in roughly equal measure. I'll discuss some of the highlights of the science plan, as well as the path I've taken so far, and some ideas about future trends in research in the geosciences.
  • Science for a Shrinking Planet: Sustainability and the Need to Turn Research into Solutions, and Education into Leadership
    Jon Foley, Professor of Environmental Studies and Atmospheric and Oceanic Sciences and Director of the Center for Sustainability and the Global Environment (SAGE), University of Wisconsin, Room A259
    During this session, we will explore the evolution of a new "Sustainability Science" paradigm, and how this might help focus academic disciplines to address pressing problems related to water scarcity, food shortages, environmental pollution, and others related to global environmental change. In particular, we will engage in discussions of how different disciplines can work together (either through interdisciplinary or transdisciplinary means) and effectively connect to the real world.

3:45-4:45 Concurrent Sessions
  • Incorporating Social Justice into Geoscience Topics
    Herb Wang, Department of Geology and Geophysics, University of Wisconsin, Room A259
    This session will explore how social justice topics can be incorporated into geoscience classes. I will describe my experience teaching environmental justice courses that included a freshman seminar; a web-based, distance course; a three-week summer course, a spring-break trip to "cancer alley," and a graduate water-resources-management practicum in the Lower 9th Ward of New Orleans.
  • Tour of the Department of Geology and Geophysics, University of Wisconsin
    Jean Bahr, Department of Geology and Geophysics, University of Wisconsin, Meet on the 1st floor by the big globe in the lobby next to the Museum
  • WiscSIMS Studies of Paleoclimate: Hadean Oceans to Holocene Weather
    John Valley, Department of Geology and Geophysics, University of Wisconsin, Room 235

Workshop Begins


Workshop sessions will be in the Pyle Center

5:30-6:00 Informal reception (optional) with cash bar, ATT Lounge

6:00-7:00 Dinner

7:00-9:00 Introductions and Opening Session, Pyle Center, ATT Lounge
  • Welcome, Introductions, Workshop Goals and Overview
    Heather Macdonald and Robyn Wright Dunbar
  • Where Do You Want to Go? - A Spectrum of Academic Careers: Panel and Discussion
    Jean Bahr, University of Wisconsin, Kurt Friehauf, Kutztown University of Pennsylvania; Mike Phillips, Illinois Valley Community College; Ashanti Pyrtle, University of South Florida; David Steer, University of Akron
    Each panelist will give a five-minute overview of his or her current job. Following the presentations, all of the workshop leaders will field questions. The goal is for participants to learn more about the diversity of job opportunities available in academia.

Friday, August 3, 2007


7:00-8:00 Breakfast at Smith Hall

8:15-8:55 Overview of Day and Preparing Now For Your Future Academic Career in the Geosciences
Pyle Center Room 325/326
Heather Macdonald

Theme for the day: Who are you as a teacher?



9:00-10:00 Research on Learning: Concurrent Sessions
Participants: Please complete the Index of Learning Styles Questionnaire and send us your results prior to the workshop. Robyn will use your (collective) data in her presentation.
10:00-10:15 Break

10:15-11:15 Breakout Sessions
  • Designing Effective Science Courses (PowerPoint PRIVATE FILE 1.9MB Jul30 07)
    Robyn Wright Dunbar
    Apply what we know about science learning to design effective courses. This session hits the highlights of constructing a syllabus, setting instructional objectives, determining course format, and assessment.
  • Developing Interactive Lectures (PowerPoint PRIVATE FILE 951kB Jul30 07)
    David Steer
    Lecturing is one of the most efficient ways for professors to deliver content to students, but even with the best lecturers, students sitting passively in a class may receive very little of the content delivered. We'll discuss numerous ways to make lectures an active experience for students, whether for a class of 20 or 200. Specific examples will include ideas for small group work, muddiest point exercises, think-pair-share activities, group data collection, and using personal response systems (clickers) effectively with conceptests.
  • Project-based Learning in Introductory and Upper-level Geoscience Courses
    Kathy Surpless
  • Teaching Geoscience with Data, Models, and Visualizations (PowerPoint PRIVATE FILE 1.9MB Jul30 07)
    Paul Hoskin


11:25-12:25 Breakout Sessions (repeated)

12:30-1:15 Lunch

1:15-1:45 Birds of a Feather Discussions:
Dual careers, families, balance, and more; International scientists in the U.S.; and other topics

2:00-3:30 Designing Effective Classroom/Laboratory Activities

Heather Macdonald
For this activity, you will work in small groups to review and then develop or refine a classroom or lab activity that addresses a key concept or skill in your discipline. This session will be an opportunity to share ideas with other participants as you consider different ways to teach that concept or skill.
3:30-3:45 Break

3:45-5:00 Teaching Statements Concurrent Sessions: Articulating Your Teaching Goals and Highlighting Your Accomplishments
  • Introduction to Teaching Statements
    Robyn Wright Dunbar
    This session is designed to "jump start" the writing process for those who have yet to draft a teaching statement. Participants will articulate their teaching goals and accomplishments, and begin the process of folding these into a concise teaching statement.
  • Review of Teaching Statements
    Heather Macdonald and all other leaders
    Participants who submitted teaching statements in advance will work in small groups, each with a workshop leader, reviewing each other's statements and offering feedback. Leaders will also offer their comments.

5:00-5:20 Reflection time and Daily "road check"

6:30 Dinner - Pyle Center

Saturday, August 4, 2007


7:00-8:00 Breakfast, Smith Hall

Theme for the morning: Who are you as a researcher?


Pyle Center

8:15-8:30 Overview of Day and Report on Daily Feedback

8:30-9:10 Presenting Yourself to Others (PowerPoint PRIVATE FILE 4.6MB Jul30 07)
Heather Macdonald
In the job search process you will have very brief, yet critical, opportunities to convey your work to others. Participants in this session will refine a personal "Elevator Talk," a paragraph that describes the nature and significance of your research, and which is geared to a more general audience. You will then practice giving this talk to others.
9:15-9:45 The Role of Research in Launching a Faculty Career (PowerPoint PRIVATE FILE 51kB Jul31 07)
Heather Macdonald and other leaders
This session will help you focus a vision statement for your research and start you thinking about how your research will integrate with your teaching, where it might lead in the future, and how it might differ depending upon the institution type.
9:45-10:00 Break

10:00-11:00 Moving Your Research Forward to New Settings: Breakout Sessions

11:10-11:50 Research Statements: Concurrent Sessions
  • Introduction to Research Statements
    Heather Macdonald and other workshop leaders
    This session is designed to "jump start" the writing process for those who have yet to draft a research statement. It will include a short presentation on research statements and will includes time to work on your research vision and outline a research statement.
  • Review of Research Statements
    Robyn Wright Dunbar and other workshop leaders
    Participants who submitted research statements in advance will review each other's research statements and will discuss key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university)different.
12:00-1:00 Lunch

Theme for the afternoon: Choosing Where You Want to Go and Getting There


1:10-2:30 Mapping Your Career: Choices, Balance, and Action Planning
Heather Macdonald
Given where you are in your career and what you have learned at this workshop, reflect on your long term goals or "dream job." What are your next steps? What advice would help you most at this point?
2:30-2:45 Break

2:45-4:00 The Academic Job Search: Applications, Interviews, and Job Talks
Paul Hoskins, Kathy Surpless, Jean Bahr, and Mike Phillips
How to tailor your application for each advertised position, what to expect during your interview, and how to prepare an effective "job talk" (research presentation or teaching demonstration). Brief presentations will be followed by a question and answer period.
4:00-4:50 Negotiating
Jean Bahr and Liz Canuel
What to expect in the negotiation process, what is negotiable, and the importance of negotiating for what you need (and making sure you get it in writing).
4:50-5:00 Reflection

5:00-5:20 Closing Remarks and Workshop Evaluation

6:30 Picnic

Sunday, August 5, 2007


7:00-8:00 Breakfast, Smith Hall

Optional Workshop Sessions

Pyle Center

8:30-9:30 Concurrent Workshops: Session 1
9:30-9:45 Break

9:45-10:45 Concurrent Workshops: Session 2
  • Families, Dual Career Couples, and Careers
    Robyn Wright Dunbar, Ashanti Pyrtle, and Ben Surpless
  • Improving Student Success by Scaffolding Learning
    David Steer
    Participants in this workshop will learn how to use Bloom's taxonomy to structure course learning activities to best promote student success. The various levels will be discussed using examples. Participants will devise a set of activities in their content area of expertise that are appropriate for an introductory class.
  • Tenure Considerations and Early Career Faculty Issues at Predominantly Undergraduate Institutions and Research Universities
    Jean Bahr and Kurt Friehauf
  • The Community College Interview
    Mike Phillips
    Participants will learn about common components of the community college interview process. A typical interview visit will be described, and sample questions will be presented and discussed.

10:45-11:00 Break

11:00-12:00 Concurrent Workshops Session 3
  • Balancing Your Life
    Paul Hoskin, Ashanti Pyrtle, and David Steer
  • Developing and Teaching On-line Courses\
    Mike Phillips
    Faculty who can teach courses in part or completely on-line are in high demand. Participants will discuss the various types of on-line offerings and key steps in developing on-line materials and courses. The session will also discuss some of the common difficulties encountered in on-line teaching and learning and how those difficulties can be addressed.
  • Tenure Considerations and Early Career Faculty Issues at Predominantly Undergraduate Institutions and Research Universities
    Jean Bahr and Kurt Friehauf
  • Who Are Your Students? Lessons from High School and College Teaching
    Ben Surpless
    With a better understanding of students' pre-college educational backgrounds, a college professor is better able to tailor everything from course design to class discussions, in-class activities, and laboratory experimentation. We'll discuss the impact that diverse high-school curricula have on the range of your students' learning styles, work ethics, science and math backgrounds, and pre-existing attitudes about and knowledge of the geosciences.
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