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March 14, 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.
February 11, 2022
Creative geoscience-themed voicemail assignments can help students with communication and research skills, along with practice telling stories of science and solutions
January 14, 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 …
January 12, 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
December 28, 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.
December 10, 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
November 7, 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
August 20, 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.
June 4, 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.
April 6, 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.