Long Demonstrations, Set #2

Session #2 (Monday 8:30) , repeated in Session #5 (Wednesday 3:15)

L2A: Constructing Flow Nets with GIS (Robert Newton, Smith College). Visualizing the potentiometric surface is the first step in understanding patterns of groundwater flow. GIS software is a useful tool for constructing 3 dimensional surfaces from arrays of elevation data. In this example, we will use ArcMap together with elevations of seepage lakes from the Sand Hills of Nebraska to examine the underlying groundwater flow system.

L2B: Geographic Information Systems (GIS) and Water Resource (Constantin Cranganu, New York University). Water is fundamental to the human life and the functioning of the natural environment. The scope and scale of water resources problems make GIS software a powerful tool for developing solutions. This session will demonstrate how water quality and environmental health issues can be analyzed together, how hydrologic information can be built up, and how decisions can be made using GIS.

L2C: Composite session on teaching strategies, with the following 4 short presentations:
  • Developing Effective Jigsaw (Peer-Teaching) Assignments (Barbara Tewksbury, Hamilton College). The jigsaw technique is a fabulous and very versatile technique for designing classroom, lab, and field activities that promote self-teaching, peer-teaching, and discussion among students. This session will offer specific instruction on how to design jigsaw assignments effectively, how to make jigsaw assignments work in classroom, lab, and field settings, and how to plan jigsaw assignments that don't take up any more classroom time than lecturing on the same topic.
  • Incorporating Service Learning and Local Hydrogeologic Issues into Your Classroom (LeeAnn Munk, University of Alaska, Anchorage). Local hydrogeologic issues or problems lend themselves as excellent opportunities to get students involved with real world hydrogeology as well get them involved with their communities. The fundamentals of how to get started and follow through with a class project that is focused on a local hydrogeologic problem will be presented and a case study of such a project from Anchorage, Alaska will be used as an example.
  • Using Technical Writing Assignments in Hydrogeology Courses (William Blanford, Louisiana State University). No description available.
  • A Simple Approach to Improve Student Writing (Catherine Carlson, Eastern Connecticut State University). Doing science and communicating the results should go hand-in-hand. Yet many students are clueless about how to report the results of a study, whether it be a simple homework assignment, a laboratory/field exercise, or a research project. This session will demonstrate a simple approach that uses a basic journalistic tool (i.e., the questions who, what, where, when, how, and why) to help students decide what information is important to include, what information is superfluous, and how to organize the relevant information in a meaningful way.

L2D: Composite session on teaching strategies, with the following 4 short presentations:
  • Non-Traditional and Under-Represented Students in Hydrogeology: Learning By Discovery in an Urban Environment (Laura Rademacher, California State University, Los Angeles). Examples of student-driven, instructor-guided field experiments on a budget. Schools that cater to under-represented students are often those with limited resources, however, student-driven discovery in the field is an effective tool for engaging students in the natural environment and in hydrogeology. Effective strategies for addressing the special needs of urban students are essential for successful implementation of a field-based learning experience.
  • Improve Student Learning Through Tiered Exams (Amy Sheldon, SUNY Geneseo). Ever been frustrated to discover that a student didn't "get" the material on an exam? All too often we discover that a student didn't understand course material when it is too late; the exam is over and a new subject is under discussion. Tiered exams provide a means of determining individual comprehension of subject matter through traditional exams, followed by an opportunity for students to improve their understanding through peer-teaching &/or utilizing resources on open exams. They encourage students to identify and correct their individual weaknesses without providing "As" to everyone.
  • Using Role Playing to Introduce Ground Water - Surface Water Connection and Water Law (Todd Rayne, Hamilton College). I use two different articles from an environmentally slanted newspaper that describe conflicts between surface-water users and ground-water users in two western states. Students take on the roles of consultants who must argue for their client in front of a student panel of regulators from a state water agency. Students learn about ground water - surface water interaction, irrigation methods and their impact on the water cycle, western water law, and journalistic bias. They also learn about arguing persuasively with their peers.
  • Concept Sketches—Using Student-Generated Annotated Sketches for Learning, Teaching, and Assessment (Barbara Tewksbury, Hamilton College). Concept sketches are sketches or diagrams that are concisely annotated with short statements that describe the processes, concepts, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. In this session, we will explore concept sketches and the learning gains from using concept sketches, provide examples of assignments involving concept sketches, and have available examples of student work.