Afternoon Mini Workshops
Afternoon mini workshops are open to all participants registered for that day (not reserved ahead of time). Join the email list to receive updates.
Conveners: Heather Goss (American Geophysical Union), Kyle Fredrick (California University of Pennsylvania), Eric Riggs (Humboldt State University)
In 2022, Eos: Science News by AGU will launch ENGAGE (Eos News: Geoscience and Global Events) in partnership with SERC's Teach the Earth. This workshop will introduce educators to the resource, including how to explore Eos's archive of science news reporting; find associated, peer-reviewed classroom activities at Teach the Earth; and create their own classroom activities and share them. ENGAGE is designed to help educators improve science literacy and critical science news consumption in their classrooms. We will address course and curricular objectives with aligned assessment models for using news articles, appropriate to their educational setting. Non-major, 2YC, and those with Spanish-speaking or ESL classes are encouraged to attend.
Convener: Sinan Akciz (California State University-Fullerton)
3D spatial visualization is extremely important to students pursuing an education in STEM, especially those that pursue coursework in the geosciences. As instructors, we always wish for additional resources to help with our instruction, but typically end up utilizing digital resources. The recent widespread accessibility of 3D printing now provides an opportunity for geoscience educators to produce their own affordable, high-quality block models that students can hold and manipulate in their hands. Participants in this mini-workshop will first be introduced to the world of single- and dual-extrusion 3D-printing, as well as instructional designing considerations. Small groups of participants will then design 3D-printable instructional models for use in an earth science class of their choice and discuss plans for integrating it into their own teaching.
Using 'Design our Climate Simulation' to spark discussion about climate change solutions in K-16 classes
Convener: Andrea Bair (Delta College)
Looking for a positive, empowering, and flexible tool to introduce climate change solutions into a variety of undergraduate courses? The "Design Our Climate" simulation lets anyone explore strategies using existing technologies to reduce greenhouse gas emissions to net zero by 2050, using the emission reduction wedge approach. Although designed for K-12 curricula, I've been using the simulation to spark discussion and help introductory undergraduate geoscience students investigate their own questions related to "what can we do to slow or stop climate change?" This mini-workshop will introduce the simulation, provide examples of how to include it in assorted courses and modules, and give guidance on how to avoid common pitfalls and confusions.
The Food-Energy-Water Nexus: Using Hydroviz to Support Undergraduate Student Learning about Complex Socio-Hydrologic Issues
Conveners: Silvia Jessica Mostacedo Marasovic (The University of Texas at Arlington), Cory Forbes (University of Nebraska at Lincoln), Emad Habib (University of Louisiana at Lafayette)
This workshop aims to introduce undergraduate instructors to a course module and associated resources developed to engage undergraduate students in visualization of data grounded in the Food-Energy-Water-Nexus (FEW-Nexus). Using an online water systems visualization tool – HydroViz - students engage in structured decision-making around a contemporary FEW-Nexus challenge with both natural and human dimensions. The workshop will involve an introduction to the course module and HydroViz, participation in a subset of module learning activities, and adaptation of the module to fit within a course that participants already teach at their own institutions. By the end of the workshop, faculty will be able to i) identify the core components of the course module, ii) identify effective undergraduate instructional practices, including the use of data-driven visualization tools and the implementation of active learning strategies in alignment with the course module, and iii) modify and be prepared to implement an adapted version of the module in their own courses to effectively promote their students' learning. Participants will complete a short questionnaire to contribute to workshop evaluation. Participants will also need a computer. Participants who complete all workshop activities will receive a $200 stipend.
Convener: Lindsey Kenyon (University of Minnesota), Jennifer Taylor (University of Minnesota)
This workshop is designed to introduce the concept of using art in the classroom as both a teaching and assessment tool as well as in outreach efforts to reach a broader audience. We will provide examples and ideas for both classroom and outreach applications. Participants will then work in small groups to brainstorm specific applications of art in science education (both formal and informal) that will become the foundation of a large group discussion. Our planned outcome is that participants will walk away with strategies and applications for using art in their own teaching and outreach efforts.
Convener: Chris Harding (Iowa State University)
This workshop will touch on the main aspects of how to integrate 3D terrain models into your teaching. I will talk about 3D printing hardware (especially of low-cost 3D printers) and the best software to use to create 3D models (https://touchterrain.org). I will showcase several large (400 x 400 mm) 3D terrain prints and show how they have been used in geoscience education. Finally, we will collectively brainstorm possible approaches towards developing lesson plans with 3D printed terrain models for your class room or field trip.
Conveners: Robin Madel (GRACE Communications Foundation), Kai Olson-Sawyer (GRACE Communications Foundation)
In this workshop teachers will learn about the connections between agriculture, food production and water use, and discover ideas and resources for how to teach about the sometimes-abstract relationship between food and water. It takes a lot of water to grow crops, some of which are fed to animals, some of which are manufactured into other food products and some of which end up on our plates directly. In addition, crop and animal agriculture can cause water pollution that can reduce water supplies. Water resources are already squeezed by climate change, population growth and demands by industrial, energy and residential users. As food is shipped around the globe, the associated water resources are shipped virtually along with it. The Water Footprint of Food Guide is a tool that was created to help students understand the water impacts of their food choices and learn ways to lower the water footprint of their diets. Through the use of the Guide and an activity from GRACE's lesson plans, participants will understand how to teach about the impacts of our food and how and why we move water around the country and around the world.
Convener: Anita Marshall (University of Florida)
This workshop will explore how field education can be more accessible and inclusive for students with disabilities. Participants will learn how to conduct a general accessibility audit of field trips and field courses, and how to think through and select appropriate solutions to access challenges by exploring the educational, affective and social aspects of field learning. This workshop will encourage participants to move away from a one-time "special case" model of accessibility needs to a more holistic approach that considers accessibility to be a core component of an inclusive field learning environment. The activities in this workshop are beneficial for people at all experience levels with this topic, from those just starting to think about access in the field, to those with significant experience in accessible field learning.
Convener: Beth Pratt-Sitaula (UNAVCO)
This workshop will give participants the chance to explore a range of simple data portals related to plate tectonics and geohazards, as well as associated teaching activities. Portals will includeUNAVCO GPS/GNSS Velocity Viewer, IRIS Earthquake Browser, and the NOAA Tsunami Events. Featured related activities are appropriate for a range from levels from secondary through introductory- and majors-level undergraduate. Workshop will include practical tips for working with data portals with students of different levels.
Recommended that all participants bring a laptop, which will work better than a tablet for looking at both portals and activities.
Convener: John Knox (University of Georgia), Casey Davenport (University of North Carolina at Charlotte), and Zachary Handlos (Georgia Institute of Technology-Main Campus)
Atmospheric dynamics represents a challenging hurdle in the undergraduate meteorology/atmospheric sciences curriculum, and is arguably the hardest material to teach well for comprehension, application, and learning. The subject is rooted in math and physics concepts that our students may not have learned well, heavily based in theory that is at times counterintuitive. While dynamics is a critical component of the curriculum, there have not been coordinated efforts to improve teaching and learning to make the course more accessible, understandable, and applicable to students.
During the EER 2021 "How Can We Teach Atmospheric Dynamics Better?" workshop, participants spent time in breakout groups informally discussing their experiences with instructing atmospheric dynamics, as well as their concerns and ideas for how to improve such courses. For this year's workshop, the primary goal is to develop working groups from participants to tackle action items that will work towards improving atmospheric dynamics course instruction. Possible proposed action items will include (but will certainly not be limited to) the following: 1) developing an open-access free online atmospheric dynamics textbook for institutions to adopt, 2) creation of active learning resources to improve student engagement and learning of atmospheric dynamics material within and outside of the classroom setting, and 3) conducting DBER and/or SoTL research projects on the effectiveness of various modes of instruction within atmospheric dynamics courses.
Conveners: Barbra Sobhani (Red Rocks Community College)
From capturing quick sketches of the environment, to producing a detailed field drawing of an outcrop, illustration can be used in many ways across disciplines. Nature journaling has become a popular pastime during the pandemic and it is a great way to build confidence and comfort with the process of drawing in the field. There are many ways to incorporate scientific content and observations into a nature journal. Drawing can be an intimidating topic, but this workshop will practice some strategies that help get students (and teachers!) more comfortable with putting pencil to paper. No art background required, we will dive into drawing tips and techniques.
Conveners: Kaatje van der Hoeven Kraft (Whatcom Community College) and John McDaris (Carleton College)
Undergraduate research experiences can be deeply impactful for student learning of content and skills as well as for identity development. Early exposure to authentic research has been shown to improve recruitment, persistence, motivation, and overall student success. Unfortunately, these experiences are often only available after students have declared their major and are in the later years of their program. By offering undergraduate geoscience research to students in their first two years, we provide opportunities for students to learn more about the discipline, the process of science, and themselves in a powerful way. During this mini-workshop, participants will explore different models of undergraduate research and then develop ideas for how they might integrate research experiences into their own programs in the first two years.
Conveners: Nicholas Soltis (University of Indianapolis)
This session is designed for practitioners at various stages of experience with Scholarship of Teaching of Learning (SoTL), from those who are looking to incorporate SoTL in their classrooms to those who have data that are trying to figure out next steps. This workshop will look at best practices in SoTL and overview how to see a project idea through to a paper or presentation. In addition to defining and looking at various approaches to SoTL, we will also overview the Geoscience Education Research Strength of Evidence Pyramid (St. John & McNeal, 2017) and explore examples of SoTL papers from the Geoscience Education Community.