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Instructor Information

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Institution

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Course Information

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Number of Students

Number and length of sessions per week (e.g. Three 50 minute lecture sessions and one 3-hour lab per week)

Course Description (From course catalog)

Course Context (Describe student and/or course level, e.g., lower or upper division, major course, etc.)

Course Goals and Topics (If available, extended version of learning goals and topics covered)

Upload Course Syllabus

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e.g. 'Student Handout for Sauerkraut Assignment'

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Provenance/Acknowledgements

A short description of where the material came from. Include names and institutions of authors and contributors as well as acknowledgment of any work from which this was derived.

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More Information about reuse and choosing a license

Distributing information on the web generally requires the permission of the copyright holder--usually the original creator. Providing the information we request here will help visitors to this site understand the ways in which they may (legally) use what they find.

If you created this file (and haven't signed away your copyright) then we'd encourage you to select the CC Attribution-NonCommercial-ShareAlike option. You'll retain the copyright to your file and can do as you please with it in the future. Through this choice you are also explicitly allowing others to reuse that file as long as they give you attribution, and don't use it for commercial purposes.

If the file (or content within it) was created by others you'll need their permission. If it predates 1923 or was created by a U.S federal employee (as part of their job) it is likely in the public domain (and we can all do as we choose with it). The original author may also have explicitly stated how it may be reused (e.g. through a creative commons license). You can describe the licensing/reuse situation in the box above.

Without permission you should not upload the file. There are several options in this case:

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You can find a substitute that isn't encumbered by copyright.
You can create a substitute yourself. Remember, ideas can't be copyrighted, only particular expressions of those ideas. Of course you'll want to give credit the original author.

The Stanford Copyright and Fair Use Center has more good information about copyright as it applies to academic settings.

Upload a photo of yourself (this makes the story more personal)

All uploaded files are public unless you are in a private workspace

Title: A descriptive, human readable title.

e.g. 'Student Handout for Sauerkraut Assignment'

Select the file: Make sure it has an appropriate suffix (e.g. .doc) or specify the type in the Optional Fields below

Description: A very brief description of the file.

Show Optional Fields

File Type:

The system will attempt to determine the correct file type based on the name of the file you've selected. Choosing the correct file type here will override that.

File Name:

e.g. 'student_handout'
This will be the name of the downloaded file. By default the system will generate this based on the title you specified and the type of file. If you specify a name here it will over-ride the automatically generated name. This is generally only useful when uploading file of a type not recognized by the system (not in the list of file types above). In that situation choose File Type: Unknown Binary and include the appropriate suffix in the file name here. e.g. myfile.m3z Avoid spaces or special characters in the file names.

Authorship/Reuse

Either:
I am the author (copyright holder) of the contents of this file and people are allowed to reuse it for non-commercial purposes as long as they give me attribution as described by this creative commons license.
Or

Choose a different authorship/reuse options

Who is the original creator/copyright holder of the information in this file?

Provenance/Acknowledgements

A short description of where the material came from. Include names and institutions of authors and contributors as well as acknowledgment of any work from which this was derived.

Reuse License

The creator/copyright holder must have agreed to allow distribution of this file through this site.
If you are the creator we strongly encourage you to select the CC Attribution-NonCommercial-ShareAlike option.

If none of the above licenses apply describe the conditions under which this material appears on this site as well as any information about reuse beyond this site.

More Information about reuse and choosing a license

Distributing information on the web generally requires the permission of the copyright holder--usually the original creator. Providing the information we request here will help visitors to this site understand the ways in which they may (legally) use what they find.

If you created this file (and haven't signed away your copyright) then we'd encourage you to select the CC Attribution-NonCommercial-ShareAlike option. You'll retain the copyright to your file and can do as you please with it in the future. Through this choice you are also explicitly allowing others to reuse that file as long as they give you attribution, and don't use it for commercial purposes.

If the file (or content within it) was created by others you'll need their permission. If it predates 1923 or was created by a U.S federal employee (as part of their job) it is likely in the public domain (and we can all do as we choose with it). The original author may also have explicitly stated how it may be reused (e.g. through a creative commons license). You can describe the licensing/reuse situation in the box above.

Without permission you should not upload the file. There are several options in this case:

You can contact the original author to get permission.
You can provide a link to (or a description of how to get) the original material rather than uploading it here.
You can find a substitute that isn't encumbered by copyright.
You can create a substitute yourself. Remember, ideas can't be copyrighted, only particular expressions of those ideas. Of course you'll want to give credit the original author.

The Stanford Copyright and Fair Use Center has more good information about copyright as it applies to academic settings.

Mini-Lessons Used

Please select the mini-lessons you taught in this course:

RCL Bathymetry of Rifted Margins
Exploring Styles of Extension in the Gulf of California
Role of Sedimentation in Rifting
Role of Plate Motion Obliquity in Rifting

SEIZE Accretionary vs. Erosive Subduction Margins
The Spectrum of Fault Slip
The Plate Boundary Fault of the 2011 Tohoku Earthquake

S2S From Source to Sink: How Sediment Reflects the Journey from the Mountains to the Sea
Sediment Dispersal and Continental Margin Stratigraphy
Contemporary Climate Oscillations: ENSO and a case study of the Huanghe River
Holocene Optimum: A time of massively increased sediment discharge for Asian Rivers
Sediments and Carbon Burial on the Continental Margins

Subfac Subduction Zone Metamorphism
Slab Temperatures Control Melting in Subduction Zones, What Controls Slab Temperature?
Central American Arc Volcanoes, Petrology, and Geochemistry

About Teaching the Mini Lesson(s)

Introductory Statement: The summary should start with one line that captures the context in which the module was used. This should be followed by 2-5 sentences that highlight what was particularly interesting about this particular implementation. This could include the setting, schedule, student group, an exceptional success or unusual adaptation of materials

Show Example:

A Success Story in Building Student Engagement
My course is introductory geology with an environmental emphasis, usually taught with a fairly traditional lecture, textbook, lab, and exam format. In recent years I've been gradually turning over content to allow students to take a more active role in acquiring the material (e.g., through acting out concepts or performing exercises integrated with lectures). This module represents the next phase of that transition—integrating recent data in an engaging, active way. My students were excited about the content and were able to immerse themselves in the data. By the end of the mini-lesson, they were able to examine the topics at a sophisticated level and ask more advanced questions relevant to current research.

Relationship of Mini-Lesson to Course (How did this mini-lesson fit into your course, when, relationship to other content, how students were asked to prepare, additional materials used to fill out content, etc.)

Teaching Details (How did you use this mini-lesson in your course, e.g., lecture, lab, homework; did you use entire mini-lesson as presented; if not, which components did you use; what modifications did you make?)

Assessments (What approaches did you use to assess student learning; how did you evaluate whether students met the learning goals; were your goals as written in mini-lesson, or did you develop your own; etc.)

Student Outcomes (Did the mini-lesson achieve its goals; what did you want students to take away; what did students take away from the exercise. Describe other helpful outcomes and suggestions here.)

Instructor Outcomes (What did you learn about your own teaching, or how students learn. Describe other helpful outcomes and suggestions here.)

Challenges & Improvements (What challenges did you face as instructor using this mini-lesson? What key suggestions would you give to a colleague before they used it in teaching: areas of confusion, things that need reinforcement, or any other practical suggestions?)