Winter-Spring 2018 Cohort 2 Virtual Workshop
These virtual activities are open only to SAGE 2YC Cohort 2 Change Agents.The virtual workshop in Winter-Spring 2018 is a series of 10 virtual activities from January to April/May that consists of asynchronous work, web-based synchronous meetings, and one virtual meeting of each team with the project leaders. In this workshop, the Change Agents will focus on developing and implementing an action plan to strengthen their geoscience program. The plan will incorporate evidence-based practices that address the three project strands: supporting the academic success of all students, broadening participation, and facilitating students' professional pathways in the geosciences. The workshop will provide multiple opportunities to share ideas and strategies with others in the project and to give and receive feedback about the geoscience program action plans. The asynchronous work will include working as a team as well as working with others on campus - engaging colleagues in the geoscience program and meetings with administrators and other offices on campus. Participants will also reflect on their work throughout the workshop and will share reflections, ideas, and questions via a private discussion board.
Each one-hour virtual meeting will take place twice - once on Thursdays at 1:30-2:20 eastern | 12:30-1:20 central | 11:30-12:20 mountain | 10:30-11:20 pacific and once on Fridays at 11-12 eastern | 10-11 central | 9-10 mountain | 8-9 pacific. Change Agents can attend either session based on which one works best for them.
- Friday, January 19 or Thursday, January 25
- Thursday, February 8 or Friday, February 9
- Friday, March 16 or Thursday, March 22
- Thursday, April 12 or Friday, April 13
- Individual team meeting with project leaders in April or May
This workshop is part of the Supporting and Advancing Geoscience in Two-Year Colleges: Faculty as Change Agents project, is sponsored by the National Association of Geoscience Teachers and the NAGT Geo2YC Division, and is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1525593, 1524605, 1524623, and 1524800.
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.