November 3, 2015 by Dr. G
Although this was my last day attending the 2015 Geological Society of America Annual Meeting, it certainly was just as busy (even busier!) than the previous days. I was scheduled to give two talks this morning in a session on Intentional Integration of Research Into the Curriculum: Undergraduate Research as a Teaching Practice. Since this topic is very near and dear to my heart, I stayed in the room to hear all of the talks. Here are some photos of the room (and the dreaded timer) so students can see the set up of oral sessions at GSA.
My big takeaway message from the session… process is more important than the result/answer. There are so many innovative models out there for undergraduate research, it was so inspiring to hear what is going on at different universities. By the way, my talks were on BRINGING THE GOOGLE 80/20 MODEL TO AN INTRODUCTORY-LEVEL ENVIRONMENTAL COURSE: A STUDENT OPPORTUNITY FOR CREATIVITY, INNOVATION, AND INVESTIGATION, and LAYING THE FOUNDATION FOR INFORMATION LITERACY IN INTRODUCTORY-LEVEL EARTH SCIENCE COURSES.
For lunch, I was part of the Awards Luncheon for the National Association of Geoscience Teachers (NAGT), GSA Geoscience Education Division, and Council on Undergraduate Research – Geoscience Division (GeoCUR). I was the citationist for Dr. Mark Wilson, the 5th person to receive the GeoCUR Undergraduate Research Mentor Award. I’ve included a few photos from the event (I got to sit at the main table with the awardee), including what a “rubber chicken” luncheon looks like! You can read more about Dr. Wilson and his amazing success at mentoring undergraduate student researchers on the GeoCUR website, where there is also a podcast interview with him.
Then, I zipped away to spend the afternoon sitting at the front table co-chairing a session on Research on Teaching and Student Learning in the K-12 Earth Science Classroom. This session had 14 talks that focused on everything from best teaching practices to the concerns and future of Earth science education to how students learn about plate tectonics. My role was to help introduce the speakers and monitor the 15-minute clock, making sure speakers did not go over their scheduled time. There was much lively discussion, and an overall agreement that in higher education, we need to do more to help K-12 Earth science teachers and classroom.
Unfortunately, then it was time for me to rush off, grab my luggage, get the Light Rail to Baltimore Penn Station and jump on Amtrak home to Philly. This meeting went by so quickly! There were so many more people I was hoping to see and chat with – oh well, there are still more meetings this year to come!