December 5 2002
Pacific C Room, Marriott Hotel

8:30-9:30 The Value of Teaching with Data: Insights from learning science. Danny Edelson, Northwestern University
9:30-10:15 Tools and techniques I:

* Atmospheric Visualization: Keith Andrews, Eastern Illinois University
* WorldWatcher: Danny Edelson, Northwestern University and Mike Taber, University of Northern Colorado
* NASA Data Access Tools: Stephanie Stockman, Science Systems and Applications, Inc
* Lamont Data Viewer: Jim Hays, Columbia University

During this time, participants will meet in small groups with leaders to learn about tools and techniques available for teaching Earth processes. Leaders will provide a 15-20 minute presentation including discussion of their learning goals, the role of inquiry in their assignments, information on how they introduce concepts and tools, how they manage students and technologies (and other tips for successful implementation), and how they evaluate learning taking place with their products.

10:15-11:00 Tools and techniques II: repeat of session I allowing participants to learn about a second tool
11:00-12:00 Using data to teach geoscience thinking: This panel of researchers who have been active in using global data sets in their research will focus on how researchers use data in their courses to help students understand principles of geoscience research.

* Tracy Gregg, State University of New York, Buffalo
* Jim Hays, Columbia University

12:00-1:00 Catered Lunch
1:00-2:00 Effective teaching practices:

* Alex Moore, Cornell University
* Bill Prothero, University of California, Santa Barbara
* Mike Taber, University of Northern Colorado

This panel of faculty well known for their use of data in the classroom will discuss why and where they use data in the classroom, their learning goals, strategies for introducing concepts and tools, and tips for managing projects.

2:00-3:00 Evaluation strategies: This panel will focus on methods for evaluating student learning in data rich inquiry activities.

* Danny Edelson, Northwestern University
* Jim Slotta, University of California, Berkeley
* Michelle Hall-Wallace, University of Arizona

3:00-4:00 Activity plans: Individuals or small groups will develop an activity plan for use in their own classes that articulates goals, reflects good design strategies, and includes an evaluation component using a workshop template.
4:00-4:45 Group discussion based on activity results.

* Cathy Manduca, Carleton College
* Dave Mogk, Montana State University
* Alex Moore, Cornell University
4:45-5:00 Next steps, closing remarks and evaluation:

Set up mechanisms for ongoing sharing, review, critique and field testing of activities.