NAGT > Professional Development > Workshops > GSA 4-Pack Workshops > 2012 GSA Short Course 4-Pack

2012 Geoscience Education Workshop 4-pack

cosponsored by NAGT and the Geoscience Education Division of GSA

Registration Details


To sign up for a workshop, use the GSA meeting registration. You can add a short course to your meeting registration or attend a workshop as a stand-alone event without registering for the whole meeting.

Early registration deadline: October 1
Registration after October 1 costs an additional US$30
Cancellation deadline: October 9

Short courses are open to all. Early registration is highly recommended to ensure course viability. See the GSA Short Courses web page for further details and a complete list of all GSA short courses.

Note that the registration for these workshops is separate from the other short courses on the GSA registration form. Look for it at the bottom of the page, below the other short course listsings.

Saturday, November 3, 2012 - held at the GSA Annual Meeting
Two, half-day workshops for $45

Early Registration Deadline: October 1, 2012

Building off the 4 successful workshops offered at the 2011 GSA meeting, this 2012 series will offer another set of four popular and relevant topics in undergraduate teaching: active learning strategies for classes of all sizes, assessment strategies for measuring higher order thinking, teaching about geologic hazards, and designing an effective field experience. Each session will provide concrete examples and strategies you can bring to your classroom.

Each session will be ½ day long. Participants select one session in the morning and one in the afternoon. Participants, conveners and speakers will share a common lunch to foster discussion across groups. The registration fee is $45, which includes a morning workshop (511A or 511B), lunch, and an afternoon workshop (511C or 511D). Limit of 40 participants per ½ day workshop. CEU: 0.4 per ½ day workshop; 0.8 for the full day.

Morning Workshops | Saturday November 3 | 8:00 - 12:00

511A. Active Lectures in Classrooms of All Sizes
Room 904.
Mark Leckie, University of Massachusetts–Amherst; Jessica Smay, San José City College; Karen Kortz, Community College of Rhode Island
Research indicates that shifting instruction from lecture-centered to student-centered improves students' learning. Participants in this half-day workshop will learn classroom techniques to make lectures more interactive. The techniques presented, such as Lecture Tutorials, ConcepTests (with or without clickers), Think-Pair-Shares, Minute Papers, and Pyramid Exams, can be used in classrooms of any size, without special tools. Each teaching technique will be demonstrated using multiple classroom-ready examples, and participants will be guided as they create and practice their own examples. Participants will leave the workshop with a set of techniques they can apply to their own courses to better engage their students and improve their learning.

511B. Teaching about Hazards in the Geoscience Classroom
Room 906.
John McDaris, Science Education Resource Center at Carleton College; Wendi Williams, Northwest Arkansas Community College.
Natural and environmental hazards such as earthquakes, hurricanes, floods or oil spills provide opportunities for students to understand the relevancy of the geosciences in society. This half-day workshop will showcase several strategies for engaging students in learning about hazards. Approaches for teaching about hazards can range from use of case studies to investigating locally-relevant hazard risks and scale from single learning activities to full courses. Participants will explore teaching activities that can be used in a variety of course settings and will share ideas with each other for using hazards to create appealing and engaging learning experiences for geoscience students.

Afternoon Workshops | Saturday November 3 | 1:00 - 5:00

511C. Making the Invisible Visible: Assessing Higher Order Thinking in your Students
Room 904.
Bruce Herbert, Texas A&M University.
This workshop will explore assessment of student learning through a backwards design framework championed by Wiggins and McTighe. The workshop will provide concrete examples of specific assessment techniques that can provide insight on student skill development towards general higher order thinking skills as well as disciplinary expertise. These techniques can be used to inform your day-to-day teaching practice, future course design, or help meet accountability programs on your campus. Participants will have an opportunity to collectively develop assessment strategies for their own classes.

511D. Design an Effective Field Experience
Room 906.
David Mogk, Montana State University; Steven Whitmeyer, James Madison University.
Learning in the field can be one of the most enriching experiences for our students in the Earth science curriculum. This workshop will help participants design and implement a field experience to optimize learning by your students. We define field experiences broadly to include any number of instructional activities such as exploring, collecting, monitoring, and mapping outside the classroom and in Nature. Topics that will be covered include definition of learning goals for your students and in your field setting, planning logistics, preparation of students to be ready to learn in the field, alignment of field activities with the learning goals, and assessments of learning outcomes. Workshop products will be a fully developed plan for your next class field experience, and for inclusion in the NAGT Field Guide database.


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