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17 August 2022
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.
28 July 2022
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.
14 March 2022
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.
11 February 2022
Creative geoscience-themed voicemail assignments can help students with communication and research skills, along with practice telling stories of science and solutions
14 January 2022
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 …
12 January 2022
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
28 December 2021
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.
10 December 2021
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
7 November 2021
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
20 August 2021
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.
4 June 2021
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.
6 April 2021
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.
26 January 2021
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!
1 October 2020
Check out Google Jamboard for connection, creation, and collaboration among students in remote synchronous classrooms – useful for icebreakers, laboratory exercises, and more
30 July 2020
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.
11 March 2020
I have the tools to teach online – but do my students have access to learn online?
24 January 2020
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.
10 December 2019
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.
25 August 2019
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?
5 August 2019
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