Framing Leadership in Times of Crisis
This educational webpage from the SAGE 2YC project explores leadership in crisis contexts within higher education, emphasizing Bolman and Deal’s four leadership frames—structural, human resources, political, and symbolic—and their application during emergencies like the 2020 pandemic; it provides strategies for faculty development, including book clubs, self-assessments, case studies, and debriefing techniques to enhance organizational leadership and communication skills. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Selected NSF Programs of Interest to 2YC Faculty
Carol Ormand Ph.D., Carleton College
This informational blog post from the SAGE 2YC project identifies and describes key NSF funding programs—such as ATE, IUSE, and REU—of particular interest to two-year college faculty seeking to sustain initiatives in STEM education, broadening participation, and student success, with direct links and verbatim program summaries. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Develop Students' Science Identity
Content page from the SAGE 2YC project offering evidence-based strategies for fostering science identity in two-year college students, emphasizing inclusive pedagogy, diverse scientist role models, authentic research experiences, and real-world relevance to support underrepresented students in STEM. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Fostering A Broader Network of Geoscientists Through Career Mentoring Workshops
Karen Layou
A blog post from the SAGE 2YC project detailing how the Virginia Change Agent team expanded the Virginia Geological Field Conference by hosting a career mentoring workshop to connect two-year college students with diverse geoscience professionals, enhancing student networking, resume development, and exposure to real-world geology careers. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Using Bloom's Taxonomy to Boost Student Metacognition
Jenny McFarland, Edmonds College
Blog post discussing how Bloom's Taxonomy enhances student metacognition through targeted learning strategies, formative assessments, and classroom practices like think-pair-share, with applications in office hours and exam design. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Women and Minorities in Science and Engineering
Carol Ormand Ph.D., Carleton College
A blog post analyzing NSF data on underrepresentation in STEM fields, particularly geosciences, highlighting disparities in degree attainment and workforce participation among women and racial/ethnic minorities, with comparative statistics and references to diversity initiatives. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Teaching Students Metacognitive Strategies
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing how teaching metacognitive strategies—such as Bloom’s Taxonomy, study skill alignment, and exam wrappers—enhances student learning in two-year college STEM education, with practical examples and references from faculty development initiatives. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Moving Toward a Student-Centered Classroom
Carol Ormand Ph.D., Carleton College
This educational blog post from the SAGE 2YC project analyzes how to transition toward student-centered teaching in geoscience education using the Reformed Teaching Observation Protocol (RTOP) rubric, detailing five key instructional components—lesson design, propositional and procedural knowledge, and student-student and student-instructor interactions—while providing evidence-based strategies to enhance active learning, equity, and engagement in two-year college classrooms. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Materials for Faculty Development Workshops
The materials on this page were developed by the SAGE 2YC: Faculty as Change Agents project team or in collaboration with our team for the workshops run by the project. We envision these materials being used by ...

Building students' science identity
A workshop resource page for geoscience educators offering evidence-based strategies to build students' science identity and infuse career awareness into STEM courses, featuring scientist spotlights, self-efficacy practices, and diversity-focused teaching methods. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.