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March 11, 2020
I have the tools to teach online – but do my students have access to learn online?
January 24, 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.
December 10, 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.
August 25, 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?
August 5, 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
September 3, 2018
Help students explore not only the grand challenges in Earth science during this election year with an exercise that explores where the candidates stand, but help contribute to campus efforts and conversations for the mid-term election
July 5, 2018
“The person [student] that does the work does the learning. And the new economy is the learning economy – rewards come to those that can learn new things.” — Dr. Jose Antonio Bowen
February 5, 2018
What did I learn at the end of the day? I learned that there is MUCH more to ePortfolios than I thought! Starting with the letter “e”…
October 22, 2017
Active Learning Week is an opportunity for faculty and administrators to join in a collective effort to raise STEM faculty awareness of active learning strategies, expand institutional capacity for STEM diversity and inclusion, and improve the undergraduate experience of all students in STEM