Cohort 3 Workshop Program: Spring 2020
Activity #0 Asynchronous work: Getting Started
You will watch a video about the SAGE 2YC project, the program schedule for our virtual workshop, and our grounding philosophy, and complete some project surveys.
Activity #1 Synchronous meeting: Getting to know SAGE 2YC and each other
Getting to know each other and the work you want to do.
Activity #2 Synchronous meeting: Strengthening your programs/departments: A framework
We'll present one model for working to strengthen your department and give an example or two. Then, we'll discuss opportunities for change in your own program / department and ways to help you focus your ideas for action. This session will wrap up with instructions for posting and responding to discussion threads.
Activity #3 Asynchronous work: Teaching practices that support success of all students
In this activity, we dig in to previous work to lay the foundation for effective teaching strategies. We provide a variety of posters, videos, and a reading to showcase a range of pedagogies including those that foster inclusive teaching practices.
Activity #4 Synchronous meeting: Active learning and reflective practice
In this meeting, we'll learn about your insights from the discussion threads, consider course design in a way that builds in a student-centered approach, and share from our own reflective practices.
Activity #5 Asynchronous work: Promoting student metacognition, developing students' science identify
Dive deeper as you look at metacognition techniques that are easy to adapt to your own courses. Next, we'll consider science identity: can students envision themselves as scientists?
Activity #6 Facilitating students' professional pathways (Pick 1 - either 6a or 6b)
6a Synchronous and asynchronous: Supporting students' career development
Developing students' science identity is an important step in attracting students to scientific careers. Most of the material we teach in our courses touches on some aspect of geoscience careers. We can make our science relevant and engaging by intertwining career topics into our everyday teaching. We'll also look to you for examples of how you've supported students' career development in the your discipline (biology, chemistry, geoscience, ...) in your teaching and in program/department activities.
6b Synchronous and asynchronous: Supporting student transfer to 4-year colleges and universities
You'll explore effective strategies for supporting students who transfer from two-year colleges to four-year colleges and universities (4YCUs), considering strategies for working with students, campus colleagues including counselors/advisors, and local 4YCUs. You'll also consider examples from GeoPaths projects and other programs to support student transfer.
Activity #7 Asynchronous work: Broadening participation through strategies for inclusion and equity
How can we foster an inclusive environment. You'll begin by looking at strategies to engage and support all students, then explore a topic of your choosing that relates to supporting students, diversity, and inclusion.
Activity #8 Synchronous meeting: Strengthening your programs/departments: Moving from goals to strategies
This session will present one approach for moving from goals to action, focusing on a few data-rich examples. You'll work through one example that moves from development of effective program goals to selecting evidence-based strategies for achieving those goals.
Activity #9 Asynchronous work: Developing your team action plan
Now is the time to lay out plans for bringing change to your own classroom, department, or campus. Take advantage of the wisdom of this group to propose bold, yet doable plans to help students gain equal footing, feel supported and empowered in their learning, and recognize themselves as part of the larger community of scientists and science-literate citizens.
Activity #10 Synchronous meeting: Engaging campus supporters
In this synchronous meeting we will be preparing for your administrator meeting, exploring how to get help from others on your campus and discussing the action plans you worked on previously.
Activity #11 Asynchronous work: Meet with dean and revise action plan
Change agents will meet as a team with their administrator and will also identify other resources on campus that may be helpful in their project and then refine the goals, needs, and strategies in their program action plans. Part 2 of this activity will be reviewing each others' plans and providing constructive feedback.
Activity #12 Synchronous and asynchronous: Working in your institutional context
We will discuss meetings with the dean, action plans, and how you might measure your success in achieving your goals for your program.
Individual team meetings with project leader (April or May)
In April or May, each team will have a 30 minute call with project leaders to discuss action plans and how things are going. This is an opportunity for personal feedback and a means to reflect on your plans and progress so far. Just as you are there for your students, we are here to support you and help your ideas take root.