Early Career Geoscience Faculty Workshop Program

Note about Workshop Participation

We encourage everyone to participate in as much of the workshop as is possible. Some aspects of the workshop build on others, so missing those parts would make participation less beneficial and in some cases confusing.

Note: Any file marked as 'Private' on this page is only accessible to workshop participants (when logged in to their SERC accounts). If you are a workshop participant who is logged in to your SERC account and cannot access the files, please email Monica at mbruckne@carleton.edu for assistance.

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Participant Workspace (limited access) »

Before the Workshop

Asynchronous strategic planning overview and gallery walk

Monday, June 20

Arrive on campus, check in to dorms

Tentative: Informal meet and greet in the evening

Tuesday, June 21

8:45-9:15 Overview, icebreakers, report out on gallery walk, Stamp Student Union, Atrium Room 1107

9:15-10:45 Plenary: Course Design (PowerPoint 2007 (.pptx) 6MB Jun1 22) (Private file), Stamp Student Union, Atrium Room 1107- Martin Wong and Mea Cook

Minute paper

10:45-11:00 Break

11:00-12:00 Teaching Strategies: Concurrent Sessions

During the concurrent sessions, participants will choose a session from the list below:

We will discuss the benefits of using interactive activities in a lecture class, as well as several other ways to engage students, such as personal response systems, multimedia clips, in-class demonstrations, course website tools and connecting the topics to students' lives. We will demonstrate some short activities that actively engage a diverse student group and that can easily be incorporated into lecture classes of any size. And we will spend some time brainstorming about ways to incorporate these strategies in your own classroom.

We will expand upon the active learning ideas introduced in the previous session on Course and Lesson Design. We will explore the rationale behind using active learning, compare different techniques, and allow participants to design and share their own.

We will share strategies for designing and evaluating student writing assignments to support learning at all levels. Strategies include small-scale, low-stakes writing activities that can be readily incorporated into courses, longer assignments that support learning objectives within the sciences, and the use of online discussion tools.

  • Open Educational Resources (PowerPoint 2007 (.pptx) 2.4MB Jun1 22) (Private file), Margaret Brent A 2112 - Gretchen Miller and Anna Pfeiffer-Herbert

Open Educational Resources (OERs) for college-level geoscience classes are becoming increasingly abundant and have numerous advantages for students and faculty. OERs include open textbooks, open online classes, instructional videos, and a variety of teaching and learning activities. The Science Education Resource Center (SERC) website hosts a vast array of OERs for geoscience teaching and more. This session discusses the value of OERs in terms of pedagogy, customization, and ease of integration, and provides time to explore how OERs may be used in your own class(es). Related website: https://serc.carleton.edu/NAGTWorkshops/earlycareer2022/finding_oers.html

12:00-1:15 Catered lunch

1:15-2:15 Teaching Strategies: Concurrent Sessions

During the concurrent sessions, participants will choose a session from the list below:

We will discuss the benefits of using interactive activities in a lecture class, as well as several other ways to engage students, such as personal response systems, multimedia clips, in-class demonstrations, course website tools and connecting the topics to students' lives. We will demonstrate some short activities that actively engage a diverse student group and that can easily be incorporated into lecture classes of any size. And we will spend some time brainstorming about ways to incorporate these strategies in your own classroom.

We will expand upon the active learning ideas introduced in the previous session on Course and Lesson Design. We will explore the rationale behind using active learning, compare different techniques, and allow participants to design and share their own.

We will share strategies for designing and evaluating student writing assignments to support learning at all levels. Strategies include small-scale, low-stakes writing activities that can be readily incorporated into courses, longer assignments that support learning objectives within the sciences, and the use of online discussion tools.

We will discuss best practices and share experiences from the last two years and beyond. We will reflect on ways to engage our students in hybrid/online/flipped classrooms and develop strategies to effectively create positive learning environments.

2:25-3:45 Plenary: Lesson Design (PowerPoint 2007 (.pptx) 1.7MB Jun6 22) (Private file), Atrium Room 1107 - Anna Pfeiffer-Herbert and Scott Giorgis

3:45-4:00 Break

4:00-5:00 Poster Instructions, Individual Consultations, and Daily Roadcheck, Atrium Room 1107

Dinner: on your own / self-organized groups

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Wednesday, June 22

8:45-9:00 Overview of the day, Atrium Room 1107

9:00-10:00 Plenary: Working Effectively with Research Students (Acrobat (PDF) 155kB Jun21 22) (Private file), Atrium Room 1107 - Anantha Aiyyer and Julie Baldwin

10:00-10:20 Break

10:20-11:20 Strategies for Research and Scholarship: Concurrent Sessions

During the concurrent sessions, participants will choose a session from the list below:

  • Research with Undergraduates (PowerPoint 2007 (.pptx) 11.4MB Jun1 22) (Private file), Margaret Brent A 2112 - Mea Cook and Anna Pfeiffer-Herbert

In this session, we explore various models for designing undergraduate projects, working with undergraduates, and preserving group data/knowledge in the face of relatively high student turnover; we also discuss strategies for "chunking" projects in portions suitable for undergraduates at various levels of experience.

How do you recruit the best students AND retain them? The methods used by universities to recruit students have changed dramatically in the last few years. The students you are recruiting are being barraged by information from the universities that they are talking to. Learn how you can effectively recruit these students and work to retain them at your institution.

In this session we will explore everything from brainstorming and mentoring to writing with MS and PhD students. We will discuss addressing both the needs of your research program and the needs, experience, and abilities of your students. Practical aspects such as defining projects that can be done in a reasonable timeframe and funding students will also be discussed.

Conducting research on the process of learning geoscience can be illuminating and rewarding, leading to improvements in geoscience teaching. We will present a brief overview of current research on learning that illustrates a range of approaches and discuss participants' questions and ideas for conducting research on learning.

11:30-12:30 Strategies for Research and Scholarship: Concurrent Sessions

During the concurrent sessions, participants will choose a session from the list below:

  • Research with Undergraduates (PowerPoint 2007 (.pptx) 11.4MB Jun1 22) (Private file), Margaret Brent A 2112 - Scott Giorgis and Anna Pfeiffer-Herbert

In this session, we explore various models for designing undergraduate projects, working with undergraduates, and preserving group data/knowledge in the face of relatively high student turnover; we also discuss strategies for "chunking" projects in portions suitable for undergraduates at various levels of experience.

You have finished your dissertation or post-doctoral projects and you want to use the resources at your current institution and establish links outside your current institution to grow in new directions. This session will explore ways that you can build upon your existing strengths to move your career forward.

This session will empower individuals to support a healthy and collegial workplace environment with tools for effective communication and civil resolution of conflict. We will discuss how to recognize discrimination, harassment and bullying, be an effective bystander, and respond if a you, a student or colleague experiences problematic behavior.

12:30-2:00 Lunch Break (on own) - with optional interest group discussions

Possible group discussions - time management, communicating science, managing service

2:00-3:00 Plenary: Supporting Diversity, Equity, and Inclusion (PowerPoint 2007 (.pptx) 63kB Jun6 22) (Private file), Atrium Room 1107 - Jane Willenbring and Gretchen Miller



3:00-3:15 Break

3:15-4:15 Connections, Extensions, Opportunities: Concurrent Sessions

During concurrent sessions, participants will choose a session from the list below:

  • Implementing DEI from the Classroom to the Institution, Margaret Brent B 2112 - Jane Willenbring, Julie Baldwin, Martin Wong, and Mea Cook

This session will follow up on the DEI plenary to provide a forum to discuss how to implement DEI best-practices in a variety of settings and scales. Discussions will focus on DEI in the classroom/curriculum, research groups, field trips/camps, department climate, and within institutions.

Ideas and questions generated in this session are available to workshop participants in the participant workspace.

Many students who major in geoscience do not plan to follow our footsteps into an academic career, so this session will focus on some of the ways we can support students as they prepare for the professional world. We will explore licensure, networking with professional geoscientists, and ensuring that students are learning the skills necessary to join the geoscience workforce.

This session will focus on approaches to provide students valuable research experience within the context of a formal class, for both introductory and upper-division levels. We will discuss advantages for incorporating research, successful strategies for doing so, and examples of research projects in a variety of classes at all levels.

4:30-5:00 NSF plenary session, Atrium Room 1107

5:00-5:15 Daily Roadcheck

5:15-7:00  Individual consultations; work on  posters

7:00 Catered dinner

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Thursday, June 23

8:45-9:00 Overview of the day

9:00-10:25 Plenary: Creating a Strategic Plan (PowerPoint 2007 (.pptx) 1.6MB Jun9 22), Atrium Room 1107 - Josh Galster and Ben Laabs

10:25-10:45 Break

10:45-12:00 Writing Proposals and Getting Funded: Concurrent Sessions

This session will focus on basics and nuts and bolts for your first 'large' proposal (NSF, but also relevant to other agencies).

Writing research proposals at institutions that primarily serve undergraduates (PUIs) poses a unique set of challenges and opportunities. In this session, we will explore strategies for crafting successful proposals at such institutions.

Having proposals, journal papers, and other works we've poured our hearts into rejected is unfortunately part of this job. We will discuss and share strategies on how to move forward after a rejection: what can be learned, how to cope, and when maybe to strategically move on.

12:00-1:30 Catered lunch and OPTIONAL session on financial planning

This session will focus on the best practices and crucial steps you need to take to build a strong financial foundation. We will discuss the importance of goal setting; getting the most out of your savings both inside and outside of work; maximization of the tax-control triangle; avoiding common investment pitfalls and the significance of 'values' investing.

The session will be led by Geoff Galster, CFP. Geoff, a financial advisor with seventeen years of experience, works with the Alcumus Financial Group in Silver Spring, MD where they focus on holistic financial planning and asset management.

1:30-3:50 Moving Your Research and Teaching Forward: Concurrent Sessions

Participants will attend one session from the list below, based upon their pre-workshop submission of either a PROPOSAL SUMMARY or TEACHING ACTIVITY:

  • Improving Research Proposals Through Review of Your Proposal Summaries, Atrium Room 1107 - Martin Wong and others

For this session you need to have submitted a 1-2 page proposal summary by May 20.

For this session you need to have submitted a class activity or assignment by May 20. If you did not submit something in advance, you may

  • Peruse the proposal collection 
  • Search for teaching resources online
  • Work on your posters for tomorrow

3:50-4:10 Break

4:10-4:30 NSF Virtual Visit Overview, dorm check-out, Atrium Room 1107 - Ben Laabs

4:30-5:00 Poster session logistics and roadcheck , Atrium Room 1107 - Carol Ormand

5:00 onward Individual consultations, work on  posters, Atrium Room 1107

Dinner: on your own / self-organized groups

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Friday, June 24

8:45-11:40 Poster session, Atrium Room 1107 - EVERYONE

If you are willing to share one or both of your posters, either with the world at large or just with this year's workshop participants, pleasetake a photo of your poster(s) and upload it/them

11:40-12:00 Poster session reflection, Atrium Room 1107

12:00-1:30 Lunch: on your own / self-organized groups

1:30-2:30 Building a Network of Support (Acrobat (PDF) 266kB Jun14 22) (Private file), Atrium Room 1107 - Josh Galster and Martin Wong

2:30-4:30 Plenary: Strategic Planning, Atrium Room 1107 - All workshop leaders

4:30-4:45 Break

4:45-5:30 Plenary: Lessons Learned, Concluding Remarks, and  Workshop Evaluation, Atrium Room 1107 - All workshop leaders

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Monday and Tuesday, June 27 and 28

Optional virtual visit to the National Science Foundation


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