Essays on Geoscience at Two-Year Colleges
Participants in several workshops have contributed essays touching on various challenges and opportunities of teaching at two-year colleges.Help
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In-Class Group Exercises in Introductory Geology part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Fred Marton, Bergen Community College
One of the key challenges that I face in my introductory geology class is trying to show students who are not necessarily interested in science (and who sometimes do not have a good background in science and math) that the basic concepts we are trying to learn about are not overly complicated or specialized. To address this, I have used in-class group exercises and worksheets to introduce many topics. I want the students to use these exercises as a way of teaching themselves and therefore they are not asked to answer questions on topics that we have already spent time on (unless they have actually done the assigned reading). Instead, I present simplified scenarios or analogies that they can figure out by themselves and then I go on to explain and we explore how they are analogous to the topic of interest.
Teaching the scientific method at a community college part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Essays
Pier Bartow, Klamath Community College
Teaching the scientific method at a community college Pier Bartow, Natural Resource Systems, Klamath Community College About 4 years ago our science department at Klamath Community College (KCC) decided to ...
Local Rock Outcrop Project in Physical Geology & Historical Geology part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Susan Conrad, Dutchess Community College
One way I get Physical Geology & Historical Geology students in my mid-Hudson Valley community college to apply new concepts is by giving them the option of studying a local rock outcrop for their final project. The process is really a mini-independent study as students apply what they learn in class about minerals, rocks, maps, geologic processes, and plate tectonics to "their" outcrop. I visit many of the students at their outcrops. Students can also share their own videos and photos of their site visits with me. The geology of most of the outcrops has not been recently described or interpreted in the geologic literature, or even in local hiking guidebooks, in any meaningful way, so students really must make their own observations and interpret them in order to unravel the geologic history of their outcrop.
Preparing Our Workforce Initiative: Preparing Students at 2-Year Colleges for Geoscience Careers part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Heather Houlton, Colorado School of Mines
Over the past year, I have developed a program called the "Preparing Our Workforce (POW) Initiative", which teaches students about the many different types of career opportunities that are available in the geosciences. I piloted the program by facilitating in depth and interactive discussions with geoscience students at 7 different institutions, including a 2-year college. The presentation emphasized the importance of integrating students' interests, within and outside of geoscience, and their transferable skills to their geoscience career goals, which led to an increased awareness of the diversity of careers in the geoscience workforce. Additionally, I presented pertinent information about geoscience workforce trends, such as enrollments, supply and demand data and salaries of geoscientists. Lastly, I discussed best practices for networking and how to land a job or internship in our field.
Building Success Skills into an Oceanography Curriculum part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Lynsey LeMay, Virginia Peninsula Community College
Student success and developing those necessary skills in students extends beyond the geosciences and while I use geoscience topics, I work to address and develop cross-curricular success skills throughout assignments all semester. This is true in all classes that I teach, but I will describe how this has been built into the introduction to oceanography classes at Thomas Nelson Community College.
Techniques I Use to Help My Students Think About Their Learning part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Karen Kortz, Community College of Rhode Island
A lifelong skill is for students to think about their learning, or be metacognitive about it. Although metacognition ties directly to student success, it is often not taught, and it is a skill that many two-year college students lack. One of my goals is to purposefully structure my courses to help students focus on and be more aware of their own learning.
Ongoing Involvement and Taking Ownership of your Education: Homework, Feedback, and Interactions part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Steve May, Walla Walla Community College
As a full-time physical sciences instructor at Walla Walla Community College, a rural 2-year college, and an adjunct geology professor at Whitman College, a small liberal arts college, I work with two significantly different types of college students. I am often asked about the differences I observed between these two groups and the answer is a fairly simple one, and maybe not what people expect. Yes, the Whitman students probably have somewhat better entrance exam scores, but that is not what I believe to be the most significant difference – to me it is the fact that most of the 2-year students do not feel any real ownership of their education, whereas the Whitman students expect a great deal of themselves, as well as their professors. The way these differences manifest themselves is that a professor at Whitman can expect the vast majority of their students to show up for each class having fully prepared themselves for the topics to be discussed and ready to ask informed questions during class; whereas the 2-year college students need some strong inducements to learn the value of being prepared and what it feels like to have some sense of control and involvement regarding their education.
Supporting Geoscience Education at the University of Wisconsin-Richland part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Norlene Emerson, University of Wisconsin-Platteville
As I reflect on the goals that I have to support student success in geoscience courses, my thoughts first turn toward strategies I use to connect with each student as an individual learner. Since our students each have different skills, prior knowledge, capabilities, and reasons for being in school, I seek ways to provide content in visual, tactile, and audio means so that each student can connect to the material in the form that best suits their learning styles in order to optimize their learning. While content is important, the process of learning is just as important in an educational experience. Today's students are bombarded with information through social media, television, and print media often with sensationalized information concerning the Earth and the environment. Students need to develop their skills to assess critically what they hear and read especially concerning world issues such as mineral and energy resources, climate change, or mitigating natural disasters.
Training the Future Geoscience Workforce at the 2YC part of Integrate:Workshops and Webinars:Geoscience and the 21st Century Workforce:Essays
Shelley Jaye, Northern Virginia Community College
Shelley Jaye, Northern Virginia Community College The US Geological Survey (USGS) headquartered in Reston, VA, approached Northern Virginia Community College (NOVA) in September, 2011 with a proposal to partner in ...
More Questions than Answers: Identifying Geoscience Career Opportunities part of SAGE 2YC:Workshops:Preparing Students in Two-year Colleges for Careers:Essays
Cheryl Resnick, Illinois Central College
Illinois Central College is located along the Illinois River in Peoria, Illinois. We currently serve approximately 12,000 FTE students. Our three full-time faculty teach sections of introductory Earth Science, Physical Geology, and Meteorology. We also teach a two week field course each summer that takes students out west for hands-on learning. The faculty who teach physical geology require multiple field trips to local and regional locations, teaching students basic field observation techniques...
Utilizing field experiences to create student interest in the geosciences. part of SAGE 2YC:Workshops:Preparing Students in Two-year Colleges for Careers:Essays
Kelly Bringhurst, Dixie State College of Utah
Dixie State College of Utah is located in Southern Utah at the border of the Colorado Plateau and the Basin and Range. We utilize this setting to give geologic field experiences to approximately 600 students a year. Field trips are required in all geology courses and range from local 6‐hour trips to 5‐day trips to the National Parks.
Interview with a scientist part of SAGE 2YC:Workshops:Preparing Students in Two-year Colleges for Careers:Essays
Amber Kumpf, Muskegon Community College
Overarching goal of the activity: help students be more informed about (1) their possible career options and about (2) specific skills they can develop to best prepare themselves for the workforce.
Engaging Rural Alaskan Students in Geoscience part of SAGE 2YC:Workshops:Preparing Students in Two-year Colleges for Careers:Essays
Todd Radenbaugh, University of Alaska Fairbanks
In rural Alaska, the teaching of university level geosciences at University of Alaska Fairbanks (UAF) has been limited to a few 100 and 200 level courses offered through the UAF's Collage of Rural and Community Development (CRCD). CRCD has 5 rural campuses across the state that traditionally has focused on English and math instruction, tribal management, and courses to meet community needs.
Geoscience is by its nature interdisciplinary part of Integrate:Workshops and Webinars:Systems, Society, Sustainability and the Geosciences:Essays
David Kobilka, Central Lakes College-Brainerd
David Kobilka, Earth Science, Central Lakes College-Brainerd Geoscience classes, especially those with an environmental component, are by nature interdisciplinary. For example, introductory Oceanography involves ...
Grand Isle Project - Model for 2 YC Research part of SAGE 2YC:Workshops:Preparing Students in Two-year Colleges for Careers:Essays
Sadredin Moosavi, RCTC
Over the past few years my research agenda has been challenged by the hurdles facing most faculty in non-tenure track appointments; high teaching loads involving mostly lower division non-major students, lack of access to research equipment, job instability and appointment in departments that devalue teaching and those who teach general education populations by favoring research-oriented upper division faculty with policies that restrict permission to submit grant proposals to tenure track faculty...
Why do we teach geoscience to non-majors? part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Essays
Kaatje van der Hoeven Kraft, Whatcom Community College
Why do we teach geoscience to non-majors? Kaatje Kraft, Physical Science, Mesa Community College In a recent homework assignment a student submitted about the nature of geoscience, he cited a webpage that discusses ...
Examinations of Time part of Rates and Time:Workshop 2012:Essays
Kevin Mullins, Coconino County Community College
Kevin Mullins, Science Department, Coconino Community College I teach several geology classes, a Natural Disasters class and a Planetary Science class as well at a small community college with a diverse student ...
Increasing Participation in the Geosciences at El Paso Community College part of Essays
Joshua Villalobos, El Paso Community College
Community Colleges currently serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US1. The combined low cost and flexibility of community colleges has also meant that they accommodate a large percentage of minorities entering higher education. Hispanics now constitute 15% of the general population and 19% of college population in the US1. This increase has led to more Institutions being designated HSI (Hispanic Serving Institutions) by the federal government, where at least 25 percent of the full-time-equivalent students are Latino.
Increasing Earth Science Literacy through Increased Awareness and Relevancy part of Essays
Lynsey LeMay, Thomas Nelson Community College
An earth science class in high school is often the last time students have had any geoscience experience prior to taking an introductory physical geology class at a two-year college. Because of the age diversity at a community college, that last earth science experience can sometimes have been over ten years ago. As a result, in my experience, many students do not recall basic earth science topics, including how earth science impacts their daily lives. Whether preparing future geology majors, or simply promoting earth science literacy, making earth science relevant to students is something that I believe has a lasting impact on all students.
COSEE - Pacific Partnerships part of Essays
Jan Hodder, Oregon Institute of Marine Biology, University of Oregon, COSEE
I am the director of one of the National Science Foundation funded Centers for Ocean Science Education Excellence (COSEE) www.cossee.org. One of the goals of my center, COSEE – Pacific Partnerships, is to increase the opportunities for community college faculty and students to learn about the ocean.