Preparing the New Generation of Geoscience Faculty: Workshops To Shape the Future

由于大多数地球科学研究生课程注重培养学生的研究能力，因此大多数新教师都没有为本科生做好充分的准备，而且往往主要通过讲课来教学。为了解决这些问题，我们建议开发一个为期四天的研讨会，为早期职业地球科学教师，将提供三次在为期三年的项目。研讨会将包括全体会议，小型研讨会和分组讨论以下主题：教学的基础知识，积极的学习策略，将研究和类似研究的经验整合到所有地球科学课程中，本科生研究的监督，分级和评估，以及作为新教师的生活。此外，我们将提供教学大纲，作业和活动的例子介绍和上层地球科学课程，参与者和演讲者将见面，分享这些课程的教学思路和策略。后续活动将包括持续的电子讨论，参与者的进度报告，并由和早期职业教师在专业会议小组介绍的机会。资源材料，包括各种科学教学资源的信息，课程特定活动和作业的例子，以及早期职业教师的建议专栏将被放置在资源网站上。这个项目的观众将包括教师在他们的头四年的教学。参加者将离开车间更好地准备提供一个优秀的教育本科生。我们预计，这些早期的职业教师可以成为在他们的家乡机构本科教学的变化代理人。这一提案与威廉和玛丽学院以及亚利桑那大学的提案同时提交。

Because most graduate programs in the geosciences focus on developing students' research abilities, most new faculty members are not well prepared to teach undergraduates and, in addition, tend to teach primarily by lecturing. To address these problems, we propose to develop a four-day workshop for early career geoscience faculty that will be offered three times during the three-year project. The workshop will include plenary sessions, mini-workshops, and break-out groups on the following topics: the basics of teaching, active learning strategies, integrating research and research-like experiences into all geoscience classes, supervision of undergraduate research, grading and assessment, and life as a new faculty member. In addition, we will provide examples of syllabi, assignments, and activities for introductory and upper-level geoscience courses, and participants and presenters will meet to share ideas and strategies for teaching those courses. Follow-up activities will include opportunities for continuing electronic discussions, progress reports by participants, and panel presentations by and for early career faculty at professional meetings. Resources materials, including information on various science teaching resources, examples of course-specific activities and assignments, and an advice column for early career faculty will be placed on a Resource Website. The audience for this project will include faculty members in their first four years of teaching. Participants will leave the workshop better prepared to provide an excellent education to undergraduate students. We anticipate that these early career faculty can become agents for change in undergraduate teaching at their home institutions. This proposal is being submitted in parallel with proposals from the College of William and Mary and the University of Arizona.