Initial Publication Date: June 2, 2007
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.
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HideThursday, 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 Lounge6:00-7:00 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.
- Teaching Science: What Research Tells Us About Science and Learning
Robyn Wright Dunbar- This session is designed for those who are not yet familiar with the application of research on learning to teaching or who want a review.
- Moving Forward: Your Own Scholarship of Teaching and Learning (PowerPoint 472kB Jul30 07)
David Steer- This session is designed for those who have a working familiarity with the application of research on learning to teaching.
10:15-11:15 Breakout Sessions
- Designing Effective Science Courses (PowerPoint 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 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 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.
3:45-5:00 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 Feedback8:30-9:10 Presenting Yourself to Others (PowerPoint 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.
- 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.
10:00-11:00 Moving Your Research Forward to New Settings: Breakout Sessions
- Two-year colleges
Mike Phillips - Primarily undergraduate institutions (PUI)
Kurt Friehauf, Paul Hoskin, and Kathy Surpless - Graduate institutions
Jean Bahr, Liz Canuel, Ashanti Pyrtle, and David Steer
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.
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?
2:45-4:00 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.
- 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).
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- Career Options in Geoscience Education (outreach programs, museums, other options)
Carol Ormand - Early Career Participation in Professional Societies: Service with Benefits
Jean Bahr - The Teaching Portfolio: Who Wants to See It and What Goes In It?
Robyn Wright Dunbar - Working with Undergraduate Research Students
Kurt Friehauf, Kathy Surpless, and Paul Hoskin
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.