Workshop Program

Note: the 2008 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 2008 workshop.

Thursday, July 31, 2008

1:00-5:30 Workshop Registration at the National Weather Center

• Participants check in at hotel. If you arrive in town after 4:45 pm and before 9:00 pm, please go directly to the National Weather Center. Shuttles will be run from the NCED Conference Center to the National Weather Center at 1:30, 2:00, 2:15, 3:00, 3:15, 4:30, 5:00, and 5:30 pm. These shuttles will be vans/cars with Cutting Edge or Career Preparation signs. See travel and logistics page for additional information.

Optional Pre-Workshop Events on Thursday Afternoon

Please check in for the workshop and get your name badge when you arrive at the National Weather Center.

2:30-3:30 Concurrent Sessions - National Weather Center

• Dual Career Job Hunt and Juggling Two Assistant Professorships and Family: Our Example - Megan Elwood Madden and Andy Madden, ConocoPhillips School of Geology and Geophysics (NWC 1120)
• Education and Outreach in Museums - Deborah Kay, Museum Education Officer, Sam Noble Oklahoma Museum of Natural History (NWC 3620)
• Tour of the National Weather Center (meet by the Outreach area across from the registration table)

3:45-4:45 Concurrent Sessions

• Diversity in Geosciences: Development of a "Pipeline" for Native American Students at the University of Oklahoma- Doug Elmore, Kevin Kloesel, Mark Palmer, and Mary Jo Watson, University of Oklahoma (NWC 3620)
  The objective of the "pipeline" is to develop opportunities for Native American students to participate in geoscience education and research. The project has three components: a) An education and research enrichment program for 7-12th grade Native American students which integrates indigenous knowledge into the geosciences, b) An introductory undergraduate geoscience course which integrates indigenous knowledge into the geosciences, uses Native American Art as a vehicle of learning, and acknowledges the learning styles of Native American students, and c) 3) A program to provide research internship opportunities for Native American students with faculty in Geology and Geophysics, Petroleum and Geologic Engineering, Geography, and Meteorology.
• Integrating IT to Enhance Skills in the Geosciences: One Philosophy- Mark Laufersweiler, School of Meteorology (NWC 1120)
• Tour of the National Weather Center (meet by the Outreach area across from the registration table)

Workshop Begins

Workshop sessions will be in the National Weather Center (NWC)

5:00-6:15 Reception with Cash Bar, includes 5:30 presentation on Working the Room by Jenny Furlong (NWC Atrium)

6:15-7:15 Dinner (NWC Atrium)

7:15-9:00 Introductions and Opening Session (NWC Auditorium - Room 1313)

• Welcome, Introductions, Workshop Goals and Overview
  Heather Macdonald, Robyn Wright Dunbar, and John Snow
• Where Do You Want to Go? - A Spectrum of Academic Careers: Panel and Discussion
  Workshop leaders from different types of colleges and universities
  • Each panelist will give a short 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.
    Show Related Resources
    Hide
    • Our career profiles page has links to profiles of many geoscientists, including many of of the 2008 Career Prep workshop leaders, in both non-traditional and traditional academic careers.
• Shuttles leave the National Weather Center starting at 9:00 pm

Friday, August 1, 2008

6:30-7:45 Breakfast (NCED Conference Center)

Shuttles leave the NCED Conference Center at 7:50 am

8:15-8:55 Overview of Day and Preparing Now For Your Future Academic Career in the Geosciences (PowerPoint 1.9MB Aug2 08) (NWC Auditorium 1313)
Heather Macdonald

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

9:00-10:00 Research on Learning: Concurrent Sessions

• Teaching Science: What Research Tells Us About Science and Learning (PowerPoint 1.5MB Aug2 08) (NWC 1350)
  Robyn Wright Dunbar
  • Teaching Science: What Research Tells Us about Science and Learning: This session--designed for those who are not yet familiar with the application of research on learning to teaching or who want a review--offers a brief survey of some of the factors that seem to most impact learning (e.g., students' prior knowlege, misconceptions, active engagement, learning styles, content organizational schemes, metacognition, etc.). We anticipate most of you will find that this session contains significant new information.
• Researching Student Learning in the Geosciences (PowerPoint 553kB Aug2 08) (NWC 1120)
  David Steer
  • This session is designed for those who have a working familiarity with the application of research on learning to teaching and will include an introduction to the Geosciences Concept Inventory, GALT (a logical thinking test), and other instruments that can be used to collect data on student learning.

10:00-10:15 Break

10:15-11:15 Teaching Breakout Sessions I

• Designing Effective Science Courses (PowerPoint 613kB Aug2 08) (NWC 5600)
  Robyn Wright Dunbar - offered both sessions
  
  • 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.
    Show Related Resources
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    • Designing Your Courses is an introduction to the process of intentional course design.
    • Designing Effective and Innovative Courses is a comprehensive set of resources on course design, including a course design tutorial.
• Developing Interactive Lectures (PowerPoint 561kB Aug2 08) (NWC 1350)
  David Steer and Al Trujillo - offered both sessions
  • 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. Examples will include ideas for small group work, muddiest point exercises, think-pair-share activities, predictive experiments, wall walk, group data collection, and using personal response systems (clickers) effectively with conceptests.
    
    Show Related Resources
    Hide
    • The Starting Point page on Interactive Lectures links information on pedagogy with teaching examples.
    • Assessment Using ConcepTests has information about ConcepTests and their uses, as well as links to additional resources.
• Teaching Modeling in the Earth Sciences (PowerPoint 5MB Aug2 08) (NWC 5930)
  Kirsten Menking - offered Session I only
  
  Show Related Resources
  Hide
  • The Starting Point site Teaching with Models link information on pedagogy with teaching examples.
• Incorporating Authentic Data and Research into Courses (PowerPoint 337kB Aug2 08) (NWC 5930)
  Ellen Martin and Wayne Powell - offered Session II only

11:25-12:25 Teaching Breakout Sessions II (as listed above)

12:30-1:30 Lunch (NWC Atrium)

12:45-1:45 Lunch-time Birds of a Feather Discussions: International scientists in the U.S., teaching on-line courses, and other topics suggested by participants or leaders

2:00-3:30 Designing Effective Classroom/Laboratory Activities (NWC Atrium)
Heather Macdonald

• For this activity, you will work in small groups to develop 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.
  
  Show Related Resources
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  • Daily Class Planning links to resources to help you develop your own classroom, lab, or field activities, or to find existing activities that meet your needs.
  • How to Plan a Single Class Period provides guidance in planning a lesson, from setting learning goals for the day to assessing whether students have met those goals. This page includes specific geoscience examples and a worksheet you can use to plan a class period.

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 (NWC 1350)
  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 (NWC 5600)
  Heather Macdonald and all other leaders
  • Participants who bring five copies of their teaching statements will work in small groups, each with a workshop leader, reviewing each other's statements and offering feedback. Leaders will also offer their comments.
    Show Related Resources
    Hide
    • Your Teaching Statement is a list of resources describing how to write your own personal teaching statement. At the top of the list is a worksheet to help you through the process.

5:00-5:20 Reflection time and Daily "Road Check" (NWC Auditorim 1313)

Shuttles leave the National Weather Center starting at 5:30 pm

6:30 Dinner (NCED Conference Center)

Saturday, August 2, 2008

6:30-7:45 Breakfast (NCED Conference Center)

Shuttles leave the NCED Conference Center at 7:50 am

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

8:15-8:30 Overview of Day and Report on Daily Feedback
(NWC Auditorium 1313)

8:30-9:30 Presenting Yourself to Others (PowerPoint 806kB Aug2 08) (NWC Auditorium 1313)
Jenny Furlong and 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 is aimed at an audience of other geoscientists. You will then practice giving this talk to others.

9:30-9:45 The Role of Research in Launching a Faculty Career (PowerPoint 48kB Aug2 08) (NWC 1313)
Heather Macdonald and other leaders

• This session will start you thinking about where your research might lead in the future, how it might integrate with your teaching, 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

• Two-year colleges (PowerPoint 597kB Aug2 08) (NWC 5930)
  Al Trujillo
  Show Related Resources
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  • Moving Your Research to a Two-Year College describes some of the challenges of doing research at a two-year college and strategies for tackling those challenges.
  • Scholarly activity for two-year college faculty lists resources for new faculty at two-year colleges, including a perspective on what (besides research) constitutes scholarly activity.
• Primarily undergraduate institutions (PUI) (PowerPoint 1.8MB Aug2 08) (NWC 5600)
  Kurt Friehauf and Kirsten Menking
  Show Related Resources
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  • Moving Your Research to a PUI has advice from past workshop leaders from PUIs.
• Graduate institutions (NWC 1350)
  Eliot Atekwana, Ellen Martin, Wayne Powell, and David Steer
  Show Related Resources
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  • Moving Your Research to New Settings addresses how to use your expertise in a new region, potential pitfalls, and funding and facilities.

11:10-11:50 Research Statements: Concurrent Sessions

• Introduction to Research Statements (PowerPoint 49kB Aug2 08) (NWC 1350)
  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 and will include discussion of key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university).
• Review of Research Statements (NWC 5600)
  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).
    Show Related Resources
    Hide
    • Your Research Interests and Plans lists resources for developing your research statement.

12:00-1:00 Lunch (NWC Atrium)

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 (NWC Atrium)
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 (hallway near NWC Auditorium 1313)

2:45-4:15 The Academic Job Search: Applications, Interviews, Teaching Demonstrations, and Job Talks (NWC Auditorium 1313)

• 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.
  Show Related Resources
  Hide
  • The Job Search is a collection of resources for people looking for jobs in academia. It includes information on beginning your search, assembling your application materials, interviewing, negotiating, and dealing with additional considerations (such as being part of a dual career couple).
  • The job talk, (PowerPoint 30kB Aug2 06) from Ann Bykerk-Kauffman, summarizes a few key points about how to give an effective presentation during an on-campus interview.

4:15-4:50 Negotiating (NWC Auditorium 1313)
John Snow

• 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).
  Show Related Resources
  Hide
  • Negotiating for What You Need to be Successful is a collection of resources about negotiating an academic contract -- what to negotiate for, and how to negotiate effectively (and pleasantly).
  • 36 Negotiable Items in an Academic Position is an impressive list of things you might not think of when negotiating.

4:50-5:00 Reflection

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

Shuttles leave the National Weather Center starting at 5:30 pm

6:30 Reception with Cash Bar followed by dinner at 7:00 (NCED Conference Center)

Sunday, August 3, 2008

7:00-8:30 Breakfast

Optional Workshop Sessions - NCED Conference Center

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

• Families, Dual Career Couples, and Careers (Room J)
  Eliot Atekwana, Ellen Martin, & David Steer
  Show Related Resources
  Hide
  • Dual Career Couples is a collection of resources about and for dual career couples in science, including about a dozen "case studies" of dual career couples in geoscience.
• Finding Resources for Teaching, Research, and Students When Budgets are Limited (Room N&O)
  Kurt Friehauf
• The Teaching Portfolio: Who Wants to See It and What Goes In It? (PowerPoint 1.2MB Aug2 08) (Room K)
  Kirsten Menking
  Show Related Resources
  Hide
  • Documenting Your Teaching includes information on building a teaching portfolio.
• Mock Interview Workshop (Room P)
  Jenny Furlong and other leaders

9:30-9:45 Break

9:45-10:45 Concurrent Workshops: Session 2

• The Community College Interview (PowerPoint 912kB Aug2 08) (Room P)
  Al Trujillo
  • 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.
    Show Related Resources
    Hide
    • The Two-Year College Interview details what the hiring committee is looking for, what you can expect in the interview, typical interview questions, and advice for preparing for an interview.
• Improving Student Success by Scaffolding Learning (PowerPoint 42kB Aug2 08) (Room K)
  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 (Room N&O)
  Kurt Friehauf and John Snow
• Mock Interview Workshop (Room J)
  Jenny Furlong and other leaders

10:45-11:00 Break

11:00-12:00 Concurrent Workshops Session 3

• Classroom Dilemmas: Common Problems and Common Solutions (Room K)
  Robyn Wright Dunbar and Heather Macdonald
• Urban Students, Urban Geology (PowerPoint 537kB Aug2 08) (Room P)
  Wayne Powell
  • An urban setting presents both challenges and opportunities for teaching earth science. Careful design of assignments and lesson plans can overcome challenges associated with the overcommitted lives of urban students. The vast cultural resources of an urban center (parks, museums, community organizations) provide urban teachers with rich opportunities to integrate community-based learning into courses; a focus on the urban environment can provide a patch of common ground in culturally diverse classrooms that otherwise lack common experiences in the student body.
• Tenure Considerations and Early Career Faculty Issues at Predominantly Undergraduate Institutions and Research Universities (Room N&0)
  Kurt Friehauf and John Snow
• Mock Interview Workshop (Room J)
  Jenny Furlong and other leaders