Prior Work - About SAGE 2YC
To help meet the needs described above, the SAGE 2YC project engaged 2YC geoscience faculty in a targeted professional development program. This program focused on sharing successful strategies for teaching students with a range of abilities, experiences, and goals, and for preparing 2YC students for the geoscience workforce.
SAGE 2YC offered a variety of professional development workshops to meet the needs of 2YC geoscience faculty.
- two national workshops - one on effective strategies for teaching all students and the other on workforce development through geoscience education at 2YCs
- a website of 2YC geoscience resources
- three types of dissemination workshops - professional meetings, regional workshops, and local workshops
- a leadership development program for 2YC geoscience faculty
The SAGE 2YC project sought to develop effective models of professional development for full-time and adjunct 2YC geoscience faculty, establish networks of 2YC and 4YC faculty and administrators focused on 2YC education, and build leadership within the 2YC geoscience community. Furthermore, the project synthesized resources to address challenges in 2YC geoscience education. The national and dissemination workshops enabled 2YC faculty to discuss issues, challenges, and opportunities, to share effective strategies and examples, to meet new colleagues, to prepare action plans to improve curriculum and instruction, and to develop sustainable professional communities.
Information about this project can be obtained from the following project personnel:
Heather Macdonald, email@example.com, College of William and Mary
Eric Baer, firstname.lastname@example.org, Highline Community College
Robert (Bob) Blodgett, email@example.com, Austin Community College
Jan Hodder, firstname.lastname@example.org, University of Oregon
The SAGE 2YC project was guided by an Advisory Committee of experienced science educators.
Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.