1:00-7:00 Workshop registration: from 1:00-5:00 workshop registration will be at Williams Village North (also location of check-in for lodging); at 5:30 the workshop registration will move to the location of the workshop sessions (see schedule below)
Optional pre-workshop events on Sunday afternoon
2:15-3:00 Concurrent sessions on research, teaching, careers, and career path Stearns Central 177, 178, & 179
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This session will give you the opportunity to learn more about faculty work (research, teaching, and service) as well as career paths and advice for those preparing for an academic career, and to talk with the presenter about her work and the choices she has made in her career thus far. Participants who arrive in time will attend one of the concurrent sessions.
Suzanne Anderson, Department of Geography and INSTARR Fellow, University of Colorado (Research interests: geomorphology, weathering, hydrology, glaciology). She currently heads the Boulder Creek Critical Zone Observatory, one of three NSF-funded environmental observatories dedicated to interdisciplinary study of the Critical Zone. Her professional service includes work as a journal editor, SoilTrEC Science Advisory Board member, and member of the Community Surface Dynamics Modeling System. - Stearns Central 178
Yvette Kuiper, Department of Geology & Geological Engineering, Colorado School of Mines (Research interests: structural geology, field geology, geochronology). Originally from the Netherlands, with her PhD and post-doc from Canadian universities, she brings an international scholar's perspective to her work in the US (first at Boston College and now at Colorado School of Mines). She has taught field camps and field courses. Her professional service includes work with the Geological Society of America (Northeastern Section and Structural Geology & Tectonics Division). - Stearns Central 177
Dena Smith, Department of Geological Sciences and Curator of Invertebrate Paleontology, CU Museum - Paleontology, University of Colorado (Research interests: paleontology, museum studies). She has worked with a diverse group of undergraduate researchers in a variety of programs, some dedicated to increasing the diversity of students entering the geosciences. Her professional service includes work with the Paleontological Society and the Society for the Advancement of Chicanos and Native Americans. - Stearns Central 179
3:10-4:10 Concurrent sessions, Stearns Central 177 & 178
This session explores effective strategies for climate communication and teaching. The characteristics of climate controversy in the public dialogue and in the classroom will be outlined. We will explore best practice strategies for communicating about climate topics and learn about resources for climate communication and teaching.
Climate Change SERC site guide offers links to projects and resources, including courses, activities, visualizations, and more from across the SERC sites and projects.
This session will explore ways to initiate research projects that address community challenges and engage non-scientists in scientific research. It will include an introduction to some of the tools and practices that can be used to approach diverse communities, identify research questions, design and manage collaborative projects, and share and apply results. A summary of exemplary participatory science efforts in Africa, Louisiana, and White Earth will provide concrete examples, and you'll have time in the session to explore how this might apply to your own research.
4:20-5:20 Families and careers: A panel discussion - Rachel O'Brien (moderator), Susan Buhr Sullivan, Matthew Kirby, Rajul Pandya, Dena Smith, and Joshua Villalobos, Stearns Central 178
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This session offers a discussion of issues, opportunities, and choices associated with families and careers, including children, dual-career couples, and more, followed by questions from the participants.
5:30-6:00 Reception and icebreaker activities - Heather Macdonald, David Budd, Rachel O'Brien, Stearns Central 178 (may move group to lawn between Stearns and Darley Commons)
6:00-7:00 Dinner, Darley Commons 212, 213, and patio
7:00-9:00 Introductions and opening session, Stearns Central 178
Welcome, introductions, workshop goals, and overview - Heather Macdonald, David Budd, Rachel O'Brien
Where do you want to go? A spectrum of academic careers: panel and discussion- Workshop leaders from different types of colleges and universities
This presentation will describe three major steps in designing an effective learning environment: 1) developing specific, student-friendly learning goals; 2) designing tasks for feedback and assessment; and 3) incorporating targeted teaching and learning activities. Participants will leave with sample learning goals, examples of formative and summative assessment tasks linked to the learning goals, and sample activities that will engage students as active participants in class rather than passive observers.
Course Design Tutorial - This tutorial was developed as a web-only version of the popular On the Cutting Edge workshop on effective and innovative course design. While the workshop was originally designed for geoscience faculty, the tutorial provides examples from many disciplines, including those outside the sciences, and offers an easy-to-apply strategy for designing courses in any discipline. A synopsis of the tutorial is also available.
Pedagogy in Action -This site provides an introduction to a range of effective teaching methods that go beyond lecture. The site describes the methods, points to the research about its effectiveness, provides hints and tips for using it well and ends with a collection of classroom activities that exemplify the teaching methods. There are also subsets of this site focused on geoscience-specific teaching methods and activities.
The Affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning.
Assessment SERC Site Guide provides links to resources from across SERC sites and projects related to assessment.
Understanding What our Geoscience Students are Learning: Observing and Assessing - Find activities for evaluating student learning, information on how to use different assessment methods in different learning environments, and information on researching teaching and learning.agogy in Action - Assessment Module'] - This website is the homepage for part of SERC's resource collection on assessment. This collection provides both basic and in-depth information about assessment and how to apply
Pedagogy in Action - Assessment Module - This website is the homepage for part of SERC's resource collection on assessment. This collection provides both basic and in-depth information about assessment and how to apply assessment techniques in the classroom.
9:40-10:00 Break, Stearns Central
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10:00-10:50 Teaching breakout sessions, Stearns Central 177, 178, & 179
Today's geoscience courses are now open to an abundance of different teaching styles that encourage students to think in different ways about the world around them. This workshop will discuss interactive pedagogies that faculty are using to ensure student interaction and comprehension.
The Starting Point page on Interactive Lectures links information on pedagogy with teaching examples. The Starting Point page on ConcepTests has information about ConcepTests and their uses, as well as a large library of examples.
Interactive Lecture Demonstrations - A Starting Point module with explanation and examples for integrating interactive lecture demonstrations in your classroom.
Interactive Teaching Webinar - From the On the Cutting Edge Pursuing an Academic Career webinar series, this page offers resources as well as a ScreenCast of a webinar on interactive teaching.
Pedagogy in Action - Teaching Methods - This extensive list of pedagogies will guide you in learning about and using interactive teaching methods in your classroom.
Participants will be introduced to the components of the affective domain – motivations and attitudes towards learning – and the concept of self-regulation (students monitoring of their learning process). Students tend to enter our classrooms claiming to be motivated to learn, but without the skills to succeed. We will consider some simple techniques that participants can use to guide students to be more thoughtful about their learning.
Data analysis is a powerful tool to help students practice the process of scientific work. In this session we'll explore the myriad of ways you can incorporate the use of data analysis in your introductory and upper-level courses to involve your students in active learning.
Cultivating citizen scientists is one of our many jobs as professors. Place-based or service learning courses link student learning to a familiar context and local social issues. These types of courses require substantial planning, organization, and time, but the result may be increased student learning gains and an understanding of relevant issues underpinning to a local area.This session will discuss some strategies for developing and sustaining place-based or service learning courses.
Greater student learning occurs in classrooms that encourage students to analyze challenging questions, work collaboratively with small groups of peers, respond to instructor questions that assess learning, and focus on concepts over facts. This session will examine what actually happens in classrooms of all sizes that achieve this goal, and in classrooms that do not. Participants will also be introduced to the Reformed Teaching Observation Protocol, which they can use as a guide to help them assess their own teaching and develop a holistic approach to all aspects of constructivist teaching.
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.
SERC Site Guides homepage provides access to the available site guides (which organize materials from across SERC-hosted project sites related to specific topics).
Classroom Observation Project (RTOP) - learn more about this project that makes use of the Reformed Teaching Observation Protocol (RTOP) to characterize classrooms on a spectrum from instructor-centered/traditional lecture to a student-centered classroom that is guided by student input and likely has a large component of student interaction that involves active learning.
Pedagogy in Action -This site provides an introduction to a range of effective teaching methods that go beyond lecture. The site describes the methods, points to the research about its effectiveness, provides hints and tips for using it well and ends with a collection of classroom activities that exemplify the teaching methods. There are also subsets of this site focused on geoscience-specific teaching methods and activities.
The Affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning.
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.
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(PowerPoint 2007 (.pptx) 84kB Jul8 13) - Heather Macdonald and other leaders, Stearns Central 178
Participants who bring eight 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.
5:00-5:15 Wrap-up and dailyroad check, Stearns Central 178
5:30-6:30 Dinner, Darley Commons Dining Hall (Dining Hall stops serving dinner at 6:30PM)
7:00-8:00 Optional evening discussions, Stearns Central 177, 178, & 179
Early career time management
Writing your first research grant
Short reviews (10 minutes) of curriculum vitae and/or cover letter for job application for participants who have brought these documents with them
Elevator Talks offer very brief, yet critical, opportunities to convey your work to others by describing the nature and significance of your research with a variety of audiences.
See an example Elevator Talk(Microsoft Word 25kB Jul6 12) aimed at different audiences from Sandra Yuter, North Carolina State University.
9:20-10:00 Moving your research forward to new settings: Breakout sessions (will be repeated at 10:20)
Two-year colleges, Joshua Villalobos, Stearns Central 179
Primarily undergraduate institutions, Rachel O'Brien, Jennifer Anderson, Rajul Pandya, Stearns Central 178
Graduate institutions(Acrobat (PDF) 242kB Jun26 13), David Budd, Matthew Kirby, Sara Rathburn, Stearns Central 177
10:00-10:20 Break, Stearns Central
10:20-11:00 Moving your research forward to new settings: Breakout sessions (repeated from 9:20)
Two-year colleges, Stearns Central 179
Primarily undergraduate institutions, Stearns Central 178
Graduate institutions, Stearns Central 177
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11:10-12:10 Research statements: Concurrent sessions
Introduction to research statements, Heather Macdonald, Stearns Central 177
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(PowerPoint 2007 (.pptx) 70kB Jul5 13), Rachel O'Brien and other leaders, Stearns Central 178
Participants who bring eight copies of their research 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 and will discuss key aspects of research statements intended for a particular type of institution (e.g., liberal arts college, research university).
Professional opportunities at two-year colleges, Joshua Villalobos, Stearns Central 179
12:10-1:20 Lunch and optional lunch-time discussions, Darley Commons Dining Hall
Getting a Post-doc and Getting Teaching Experience as One
Online Teaching
Cultural Challenges in Teaching (e.g. working with Gen-X learning styles)
Teaching Non-majors
Theme for the afternoon: Choosing where you want to go and getting there
1:30-2:50 Mapping your career: Choices, balance, and action planning, Stearns Central 178
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 shorter-term goals? What are your next steps? What advice would help you most at this point?
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.
Interviewing is a collection of resources about academic job interviews, including what can be expected in both four-year and two-year college interviews, how to handle inappropriate interview questions, and more.
Webinar: Preparing for an Academic Job Interview in the Geosciences - This webinar, given by Rachel Beane, Heather Macdonald, and Mike Williams as part of the 2012 Pursuing an Academic Career webinar series, provides an opportunity to learn about academic job interviews from multiple perspectives. The presenters have experience on both sides of the interview process. Collectively they have conducted on-campus and phone interviews as faculty, department chair, and dean; held interviews at professional meetings; and mentored graduate students and post-docs during the job search and interview process.
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).
Webinar: Negotiations in the Hiring Process - This webinar, given by Timothy Bralower and Scott Fendorf as part of the 2011 Pursuing an Academic Career webinar series, provides an opportunity to learn about negotiations from two faculty who will each offer their perspective on negotiating for a faculty position.
8:00-9:30 Optional evening sessions, Stearns Central 177, 178 & 179
Wednesday, July 10, 2013
7:00-8:20 Breakfast, Darley Commons Dining Hall (for those staying in dorms)
Optional workshop sessions on Wednesday morning
Concurrent Sessions, Stearns Central 177, 178, & 179
8:30-9:30 Concurrent Optional Sessions I
Community college careers and interviews: Realities and misconceptions of two-year colleges - Joshua Villalobos, Stearns Central 179
Community colleges educate over 40% of all college students in the US and the number is growing. This session will explore some of the innovative changes that are currently happening at two-year colleges (2YC) and how they are becoming the first choice for many entering higher education. The session will also discuss the hiring methods, pay structure, and tenure processes of 2YCs.
Being a professor is a balancing act between teaching service, and research. How you manage your time will dictate, to a large extent, your ability to achieve your research goals. Acquiring this balance is easier said than done. In this session, we will explore some time management techniques aimed at achieving research success.
Finding your Balance, from the On the Cutting Edge Early Career module, is a jumping off point for information and resources related to balancing your time, including teaching, research, service and/or life outside of work.
Over forty years ago, Benjamin Bloom and co-workers created a classification scheme for educational objectives that continues to provide a useful structure for matching learning goals with appropriate assessment experiences. We will introduce the taxonomy and use it to classify a range of learning exercises. Participants will leave with a hierarchy of question types and some examples of assignments that address a full range of cognitive skills.
The Affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning.
Assessment Tools for the Affective Domain - Several assessment tools designed for measuring some aspect of the affective domain are listed on this page. For each assessment tool, you will find information about what is measured and how the author uses it. You will also find the tool itself.
Pedagogy in Action - Assessment Module - This website is the homepage for part of SERC's resource collection on assessment. This collection provides both basic and in-depth information about assessment and how to apply assessment techniques in the classroom.
Developing questions using Bloom's Taxonomy - this site from Starting Point guides readers in how to ask questions at different levels of Bloom's Taxonomy. While aimed at developing questions for Gallery Walks, these tips are applicable to a broader range of uses.
Flash forward - you have been offered a job - congratulations! But now the challenges really begin. One of these challenges is setting up your lab. It sounds easy...and fun! Alas, setting up your lab requires critical planning to insure your success and eventual tenure. This session will discuss strategies for setting up your first lab as well as how to get your lab up-and-running.
Introductory college science classes, often taken as part of general education requirements, are an important contributor in the scientific literacy of US adults. Because of this, it is important that these classes convey not only the content of a particular science, but also the fundamental ideas and processes of science so that adults are equipped to incorporate science into their personal and civic decision making - in other words, it is important that students walk away understanding the nature of science. Further, understanding the nature of science can help students in these classes address common misconceptions that exacerbate the controversy over evolution and climate change. The goal of this session is to explore some of these misconceptions and to try out some activities designed to help students confront these misconceptions. Through our discussions and activities, you'll leave with some fun and effective ideas about how you might incorporate the nature of science into the introductory science courses you teach.
As a faculty member, you'll probably be expected to demonstrate the broader impacts of your work. Depending on the institution, this could be a large and important part of what you do or something that is required, but not well-rewarded. In this workshop, we'll introduce and discuss a number of successful broader impacts efforts at various scales, talk about the common elements of effective programs, and describe benefits of outreach to participants and scientists. Examples will include working with museums, teacher workshops, social media, citizen science, service learning, and public science events. Through this discussion, we'll develop a range of broader impacts ideas you can draw from and some guidelines for you to consider when designing your own approach. We'll also talk about the way programs can be aligned with your institution's goals and provide the optimum benefit to all participants - including you.
Finding and being a mentor(PowerPoint 2007 (.pptx) 930kB Jul12 13) - Rachel O'Brien, Stearns Central 178
At some point in your professional training, you may have experienced the gift of working with an effective mentor. This session will explore how to cultivate a network of mentors in your academic life and to identify what's involved in serving as a successful mentor to others.
Geoscience can be explored through the lenses of history, literature, politics, visual and performance art, etc.. This discussion will focus on ideas for emphasizing the interdisciplinary nature of geoscience within the field itself, across the sciences, and out into the other disciplines on campus.
If you participated in one of the optional Wednesday sessions, we'd appreciate getting your feedback. Please fill out theWednesday Session evaluation formto provide us with your thoughts. Thanks!
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