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You are browsing the archive for pedagogy Archives - GeoEd Trek.

July 30, 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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March 11, 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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January 24, 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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December 10, 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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August 25, 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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August 5, 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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September 3, 2018

The 2018 Election and Nonpartisan Engagement with Students

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

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July 5, 2018

Preparing Students for a New Learning Economy – from Jose Antonio Bowen

“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

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February 5, 2018

Resources from the 9th Annual Forum on Digital Learning and ePortfolios

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”…

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October 22, 2017

Take the pledge for #ActiveLearningWeek2017 (October 23-27)

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

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