Supporting early-career researchers in today's job market - Lessons from a Career Development Retreat for Postdoctoral Fellows
Patricia Montano, NCAR/UCAR; Rebecca Haacker, NCAR/UCAR; Valerie Sloan, NCAR/UCAR; Scott Landolt, NCAR/UCAR; Scott Briggs, NCAR/UCAR; Man-Yau Chan, NCAR/UCAR; Samantha Hartke, NCAR/UCAR
Being a postdoctoral fellow can be a rewarding, yet stressful time in the life of a researcher. The pressures of establishing a research portfolio while looking for the next career position can be challenging. ...

Exploring Geoscience-related Careers through Sustainability
Sequoyah McGee, American Geosciences Institute
The American Geosciences Institute (AGI) has created free online resources for students to explore and get excited about careers in the geosciences that can help to develop solutions to many of the problems faced ...

Designing field-learning experiences with the end in mind: a reflection and planning tool
Laura Lukes, University of British Columbia; Silvia Mazabel, University of British Columbia; sarah Sherman, University of British Columbia; Shandin Pete, University of British Columbia
In effective curriculum design efforts, it is important to design with the end in mind, starting with clear learning objectives and aligning learning support and assessment activities with those objectives (Wiggens ...

Field notes from the geoscience classroom by the June 2023 & January 2024 NAGT Outstanding Teaching Assistants
Sinjini Sinha, The University of Texas at Austin; Lauren Burns, University of North Carolina at Charlotte; Emma McCully, Boise State University; Amadi Afua Sefah-Twerefour, University of South Carolina-Columbia
Teaching assistants (TAs) provide an important source of connection for undergraduate students, helping them master content, become more confident as scientists, and develop a wide array of skills. NAGT annually ...

Designing Field-Learning Experiences with Accessibility and Inclusion Scenarios in Mind: A Reflection and Planning Tool
Silvia Mazabel, University of British Columbia; Laura Lukes, University of British Columbia; Brett Gilley, University of British Columbia; Shandin Pete, University of British Columbia; sarah Sherman, University of British Columbia
Field-based learning experiences (e.g., field trips, field-based courses, research stations) are shaped by disciplinary traditions, contextual factors, and students' and educators' identities, background, ...

Preparing for an Academic Career in the Geosciences
Brendan Hanger, Colorado School of Mines; Lynsey LeMay, Virginia Peninsula Community College; Christy Visaggi, Georgia State University; Rebecca Beadling, Temple University
This workshop is designed specifically for graduate students, post-doctoral fellows, and others who are interested in pursuing academic careers in the geosciences. Workshop leaders from a variety of institution ...

Improving Food-Energy-Water-Nexus-based Education: Defining new research directions from problems of practice
Hannah Scherer, Virginia Polytechnic Institute and State Univ; Doug Lombardi, University of Maryland-College Park; Shondricka Burrell, Morgan State University
The Food-Energy-Water (FEW)-Nexus framework helps describe and address natural resource challenges in complex coupled human-natural systems. As this framework gains traction in informal, non-formal, K-12, and ...

Opportunities in Geoscience Education and Inclusion in the Cascadia Region Earthquake Science Center (CRESCENT)
Shannon Fasola, University of Oregon
Great earthquakes (Mw > 8.5) on the Cascadia subduction zone pose a looking threat to the Pacific Northwest region of the US and Canada. Geologic data demonstrating instantaneous land level changes along the ...

Evaluating the Course Curriculum for a Graduate Course Focused on Teaching and Learning in Informal Spaces
Emma Betz, University of British Columbia; Laura Lukes, University of British Columbia; Frederick Beeby Maglaque, University of British Columbia; Kirsten Hodge, University of British Columbia
The SCI-LEnS (Student-Curated Informal Learning and Engagement Spaces) Project at the University of British Columbia (UBC) seeks to create a new graduate course that develops graduate students' science ...

The roles and responsibilities of graduate teaching assistants: A mixed-method study of faculty and teaching assistant perspectives
Emma McCully, Boise State University; Karen Viskupic, Boise State University
Graduate teaching assistants (GTAs) are a critical component of a university department. They frequently serve as the primary point of contact for undergraduate students, and thus, have the power to help shape a ...