GETSI Phase 2 Materials Development Workshop Agenda

February 9-11, 2018
UNAVCO Office, Boulder CO

Before Meeting

Complete the pre-meeting tasks on the Participant Checklist.

Meeting Goals

  • Get to know your partner author
  • Start the materials development process
  • Be able to use the Serckit Content Management System
  • Review potential geodesy data types and sources related to your module theme, identify most likely candidate data sets, and start planning for needed technical support from a student intern
  • Sketch out your module: Develop a common and specific vision of your module goals and components and document it in the Checkpoint #1 workspace
  • Establish a working relationship between each other, your assessment consultant, and Beth
  • Become familiar with the assessment data collection process and know where to look up additional information as needed
  • Create a work plan, timeline, and communications plan for completing the module (including collaboration with Beth or technical expert as needed to gain access to desired data sets)

Meeting Rooms

  • UNAVCO Classroom - will be the location for all activities involving the entire group
  • Lakeside, Kitchen, and Boardroom meeting rooms will also be used for work in smaller groups.

February 9, Friday

*The agenda is pretty detailed because there is a lot to cover; we certainly have the leeway to deviate from the "schedule" as makes sense to respond to group needs.

8 am Pre-workshop PI Meeting -- Beth, Becca, and Bruce. Meghan and Donna will join for 9-10 am -- 2018-02-09 PI Meeting (private workspace))

12:00 pm Lunch at Gurkhas in Gunbarrel (for anyone who has arrived by this time) GETSI workshop - map of UNAVCO area (Acrobat (PDF) 240kB Dec7 17)

1:00 pm START - Welcome, Introductions, and Workshop Overview GETSI Development Meeting Intro (PowerPoint 2007 (.pptx) 15.9MB Feb9 18) - Meghan and Beth

  • Including Monica and Kristin of SERC on WebEx
  • Agenda, UNAVCO layout, local map
  • Collect Author Agreement paperwork
  • Authors complete the Faculty consent form for the public instructor stories portion of the project

1:45 pm Potential geodesy datasets - Beth

  • Teams spend time reviewing candidate data sets with a technical expert or teammates and brainstorming likely needs and hurdles
    • this is set a bit early to accommodate UNAVCO staff travel
    • if you do not need to meet with UNAVCO staff, work on learning outcomes or module outline with your partner
  • Resources mentioned by Chris Crosby (crosby AT unavco.org) and Christine Puskas (puskas AT unavco.org)
2:45 pm Content Management System Intro to Serckit CMS (PowerPoint 2007 (.pptx) 1010kB Feb8 18) - Beth and Ellen
  • SERC's CMS Help and Instruction pages
  • You are most likely to start with Quick Edit Help and Using SERC Workspaces
  • InTeGrate/GETSI module structure - these notes help overview the structure and elements of each module
  • Materials in Progress links to teaching module pages.
  • Short task:
    1. Go into your module's "Checkpoint 1 Workspace" or "Reporting" page (check with your partner and make sure you are each accessing a different page)
    2. Click red "Edit" in upper right
    3. Upload a file and then paste the file link at the bottom of the page; save and refresh the page
    4. Upload an image and then paste the file link at the bottom of the page; save and refresh the page
      1. Look at the SERC CMS Image documentation. Edit something about your image link so that it appears bigger or smaller or on a different side of the page; save and refresh the page
    5. Now erase what you did; save and refresh the page
  • If you are already highly familiar with SERC's CMS, help someone else

3:10 pm Group Photo & Break

3:30 pm Quick tour of UNAVCO

4:00 pm Additional Resources related to Guiding Principles and Goals/Outcomes - Beth

5:20 pm Roadcheck - Day #1

5:30 pm Dinner at Avery Brewing Co next to UNAVCO

February 10, Saturday

Courtesy breakfast - Hampton Inn at Gunbarrel; meet 7:45 am in entry to drive to UNAVCO office (drivers are Jon, Rachel, Beth, Venkatesh, Rachel)

8:00 am Report-out on progress, ideas, or challenges

  • Adapted module - not work too hard to make from scratch but also have ownership of material that will work for their specific intro courses
    • change the learning goals?
    • iteration of the outline -- too many possibilities
    • balance between geodetic and not-geodetic data sets
  • GPS - standard outline for each unit - of moving thru from data analysis to recommendations
    • balance between taking from what is there but making it fit within their structure
    • needs to keep referring back to the goals to make sure goals/assessments
  • Needed to step back and revisit the overall goals and use that to rethink what will be in the individual units
    • Can a given unit work as a standalone?
    • Try to keep the pedagogy/activities from all being the same
    • Making a list of data and other needs
  • Have come up with outline of what they want to do; how much detail is ok?
    • How much is too much for geoscience students compared to engineers
    • Balance between interdicsiplinary and expertise
    • Next step is really getting learning goals down
  • Launched into data sets right away but now need to step back and look at the goal more; bring them into focus
  • Struggling how to adapt the climate change module; seem like they will mostly use the same units but up the goals and levels to higher level
    • most dealing with actual data and maybe even modeling rather than just graphs
    • final assessment will probably be a report not exam questions
    • need to keep the length under control - always take longer than you think it will for the students

8:30 am Development process, general timeline, module scope guidance

  • Module Development Timeline - Ellen and Beth
  • Advice for module authors - Becca and Bruce
  • Vision for New vs Adapted modules - Beth, Becca, Bruce
  • Revising modules - there is travel money of $1200 per New module for authors to do "revision weekend" (presumably one partner would travel to the other's location for a weekend OR it could be used for extra housing costs if you both meet early at a conference you are both attending)
  • Dissemination - Beth
    • All modules will be featured in one or more webinars and one or both authors will present
    • GETSI has additional stipends of $300-$1200 for in-person short courses, depending on the level of leadership, time, and travel needed
      • Ex. Earth Educators Rendezvous 2019 or 2020
      • Ex. Local/region meeting or discipline-specific meeting
  • Work in teams to record the following information into the CMS
    • Timeline for development checkpoints
    • Communication plan for working remotely with your partner
  • Materials in Progress

9:30 am WORK ON TEAM TASKS

  • Timeline for development checkpoints (Reporting page)
  • Communication plan for working remotely with your partner (Reporting page)
  • Complete goals and description/outline (Checkpoint 1 Workspace)
  • Alignment between learning goals/outcomes and assessments (Checkpoint 1 Workspace)
  • Complete module outline of units (Checkpoint 1 Workspace)
  • Instructional strategies (in outline in Checkpoint 1 Workshop)
  • Discuss geodetic data plans with Beth: develop a task list for graduate student interns and determine data management that will be done by authors (Reporting page)
  • Consider whether your module might benefit from the development of an animation or video. Discuss ideas with Beth.
  • Discuss assessment plans with assessment consultant
  • Discuss how you will weave student reflection (metacognition) into your module
  • Develop a common vision for rubrics within your team
  • Determine your module title if you have not already

Take break as needed

11:00 am Additional Resources related to Assessments & Rubrics - Beth
  • Work time in module teams to start developing the alignment between learning goals/outcomes and assessments
  • Resources:
    • GETSI preparatory webinar #3 Assessments & Rubrics
    • InTeGrate resources and designing assessments
    • Understanding What Our Geoscience Students Are Learning: Observing and Assessing

    • Learning Outcomes
      After this module, students should be able to:

      1. Define and calculate risk (i.e., probability of hazard * cost)

      Assessment: exam/quiz/in-class prompts "Based on the image provided, how could the person minimize her risk?" and "For each of the following locations/hurricanes (include some pairings of place, hurricane, population, etc), calculate the risk to life and property."

      2. Describe the causes of the natural hazard (e.g., hurricanes form as an atmospheric instability over warm water, in a region with little or no vertical wind shear, in sufficient latitude for Coriolis).

      Assessment: Pre/Post multiple choice test that includes a confidence rating.

      3. List several risks of the natural hazard (e.g., high winds, storm surge, flooding after initial surge, coastal land loss, destruction of infrastructure including roads, power plants, etc. and subsequent risks from those).

      Assessment: Pre/Post multiple choice test that includes a confidence rating.

      4. Explain how precipitation impacts the surface of the Earth and can lead to movement and change in the hillslope and river systems.

      Assessment: Have students sketch and annotate a concept map or physical diagram showing relationships, including, for example, the effect that a high magnitude event makes in the sensitivity of a landscape to further change.

      5. Analyze maps and images to determine landscape changes and hazardous areas, e.g. repeat images for changes in the topography and coastlines, topographic maps for areas of flood hazard.

      Assessment: exam or quiz question based on a lab/project/homework.

      6. Describe the size of a particular event compared to averages and medians (e.g., ACE index of a single hurricane, or an entire season)

      Assessment: exam/quiz/in-class prompt "Use the ACE index to rank the size of these two hurricanes."

      7. Make relevant predictions (e.g., effects of the hurricane, past similar events)

      Assessment: homework assignment or in-class essay or exam based on lab/project/homework.

      8. Describe the range of possible hurricane impacts to an area, and be able to communicate those hazards to a general audience.

      Assessment: lab report/problem set/take-home exam/exam essay question

      9. Explain the challenges of making decisions based on probabilities

11:15 am Instructional Strategies (including metacognition) & Teaching Materials

12:00 pm Lunch

1:00 pm Continue team work on TEAM TASKS listed above

Take break as needed

4:30 pm GETSI template formats and document accessibility issues

5:20 pm Roadcheck - Day #2

6:30 pm Dinner at Elements Bistro near the Hampton Inn

February 11, Sunday

Courtesy breakfast - Hampton Inn at Gunbarrel; meet 7:45 am in entry to drive to UNAVCO office (drivers are Jon, Rachel, Beth, Venkatesh, Rachel).

8:00 am Logistics & Report-out on progress, ideas, or challenges

  • Mostly people are at or close to Checkpoint 1
  • Challenges with finding the right climate data
  • Desire to include probability in volcanic module; perhaps working with Jim there can be a more student engaging way to do it that applies to more hazards.
  • Challenges with adapted modules
    • 2 into modules - finding that putting together the modules much structure, text, and wrapper need rewriting but base data sets and animations are the same
    • majors module - 2 units relatively unchanged, 2 unites quite changed, 1 partway changed

8:30 am Testing Process and Data Collection (GLE, Attitude, IRB, etc.)

9:00 am Continuing working on the tasks listed in 9:30 pm Saturday section and generally get as much done as possible.

Take a break as needed

12:00 pm Lunch

1:00 pm Continue working on above tasks

1:30 pm Workshop evaluation

2:00 pm Adjourn - Melissa has arranged car pools of people with flights as similar time. The leadership team also has several cars between them and can drive others if needed.

Feedback on using GETSI modules

  • how long does each unit actually take - options for lecture/lab needs
  • search engine for duration needed
  • perhaps put the students exercise link up by the summery