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You are browsing the archive for pedagogy Archives - AGU Blogosphere.

17 August 2022

Giving students a survey on the first day? Think about what you are asking, and why

First-day survey responses can yield stepping stones to conversations and modifications with regards to our students and our courses. As instructors, we need to be mindful and thoughtful about the questions we ask, how we ask these questions, and what (if anything) we will do with those responses. 

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28 July 2022

What Inclusive Instructors Do – a book from Stylus Publishing

The themes of “equity and belonging” are present throughout the book, emphasizing that instructors can design learning environments for all students to reach their potential within a welcoming space that fosters a sense of belonging.

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14 March 2022

Using learning analytics in courses via Review, Amend, Apply

Implementing practices such as Review, Amend, Apply have the opportunity for us to create a more inclusive, equitable, and supportive learning environment. We can’t address all of the questions we have in just one semester, but by taking some time to work forward with thought and intention, we can improve our own pedagogical practices while increasing student success each time we teach.

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11 February 2022

Student-generated geoscience voicemails for the future – or present

Creative geoscience-themed voicemail assignments can help students with communication and research skills, along with practice telling stories of science and solutions

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14 January 2022

Getting students to create their Climate Action Venn Diagram

There are so many calls for climate action, and these calls are increasing in volume and numbers. My 2022 New Year’s Resolution blog post was on climate action (I encourage you to check out the links in the blog post). But I know for my students, there needs to be a little more mentoring and guidance to help them feel prepared and empowered to take those steps and make a …

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12 January 2022

Starting the semester with understanding, decoding, and the process of science

Here are a few resources that may be useful to share with students as one kicks off the semester and starts talking about understanding, decoding, and the process of science

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28 December 2021

Getting students to create a course purpose statement

Having students write a course purpose statement at the beginning of a semester provides them an opportunity to articulate why they selected to study this content, what their overall learning goals are, and what they aim to accomplish in this course.

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10 December 2021

Reading books from diverse authors – a campus program that builds an earth science curriculum

My continuing work with my URGE pod to be actively anti-racist in the geoscience classroom has me reflecting even more on the role of books/essays written by diverse authors and the impact these words can have on students as well as the overall curriculum

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7 November 2021

The “golden line” as an inclusive and equitable classroom strategy

A “golden line” is an evidence-based instructional approach supports both academic and social-emotional learning (social, personal, cognitive, and knowledge-building), and is modeled to develop student academic identity, engagement, subject-area knowledge, and disciplinary literacy

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20 August 2021

Centering identity for inclusive teaching [AAAS-IUSE]

Imagine the impact this could have on your students (and how you might need to embed the activity and process the outcome). I encourage everyone to consider centering identity in their STEM courses, research groups, projects, and more.

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4 June 2021

Take 5… grading for equity

The book “Grading for Equity” shares three pillars for equitable grading – accuracy, bias-resistant, and motivational. But we also need to make sure our classroom practices and assessments are also designed through an equitable lens.

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6 April 2021

Take 5… open educational resources

Making resources freely available to students has its benefits – but there are also costs. Are the technologies used for these OERs accessible on mobile devices and/or require high-speed access, special browser plug-ins, etc.? Are faculty compensated for preparing the OER, for maintaining/updating the OER? How are current events and societal challenges making it into OER – or are they? The research shows there are clear benefits to students using OER and not having to purchase textbooks – but let’s look at the entire OER system to make sure it is accessible, fair, and sustainable for not only students but faculty as well.

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26 January 2021

Teaching tips for the Second Gentleman

Second Gentleman Emhoff, you are going to be exhausted (yes, from teaching) – but you’ll also find it one of the most rewarding opportunities in your lifetime. Allow us at AGU to serve as your gravity assist that you can pay forward to your students!

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1 October 2020

Remote student collaboration via Google Jamboard

Check out Google Jamboard for connection, creation, and collaboration among students in remote synchronous classrooms – useful for icebreakers, laboratory exercises, and more

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30 July 2020

Online is a good time to start calling the “office hour” by another name

Now, with social distancing in place and some university programs fully online, will even fewer students come to the office hours? And does calling it an office hour for incoming freshmen even make sense? There is alot to think about as we prepare for the fall semester – and we should not forget to think about office hours and what we will name them, how we will promote them, and how we will utilize them in a virtual environment.

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11 March 2020

Are your students prepared for a fully online course? Find out by asking them.

I have the tools to teach online – but do my students have access to learn online?

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24 January 2020

The Climate Trail – making a game of the climate apocalypse

I was teaching an introductory-level climate science course last semester, and a conference opportunity came up for me that would require I miss one day of classes. I decided to have students play The Climate Trail and write up a review of the game for an assignment.

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10 December 2019

Dr. G’s #AGU19 Spotlight – Invisible Rules in the Classroom

Enter the idea of “invisible rules”. We all thought we knew the boundaries of the task at hand, of the assignment in front of us… yet we were mistaken. If this is what we as experienced instructors think, imagine what our students think.

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25 August 2019

What it means to students when you can pronounce their names – and when you can’t

I don’t think we can over-emphasize the importance of learning student names and the correct pronunciation of their names in our courses. Our introductory-level geoscience classrooms are especially important for recruiting new majors and producing Earth science-literate citizens. If we don’t have a class identity as a supportive and inclusive community for learning and working together, what impact can and will that have for our departments, the discipline, and society as a whole?

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5 August 2019

Introducing students to Drawdown actions and solutions

Project Drawdown helps students see beyond the “doom and gloom” with climate change impacts and shows them how to take actions that move us towards reversing global warming

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