Earth Educators Rendezvous Workshop Leader Webinar Introduction Workshop

Earth Educators’ Rendezvous Workshop Leader Webinar Introduction Workshop Design Best Practices Utilizing the Web Tools Evaluation Instruments Code of Conduct

Role of morning workshops at EER Two- and Three-day workshops: Provide important educational anchor for Rendezvous Connect with afternoon program • Technical talks, posters, teaching demos, plenaries, mini-workshops Unique format – opportunity for “homework”, daily feedback

Role of morning workshops at EER Two- and Three-day workshops: Workshops are interactive, build on research-based pedagogies. • Learning from experts • Learning from peers Include time to work on relevant courses, programs.

Workshop Preparation, for you Workshop descriptions currently online Additional pages for • Daily program • Participants list • Other, for example: Pre-meeting surveys Participant workspaces

Workshop Preparation, for you Prepare and upload daily program Identify daily leader roles. Who is: • Leading activities • Creating materials, making copies • Adding materials to workshop pages (and when? ) • Reviewing pre-workshop surveys or distributing homework

Workshop Preparation, for your participants Please require some preparation in advance of the workshop. Coming prepared is as important for a workshop as it is for a class. A variety of approaches can be used to prepare participants for the workshop: • Reflection on their workshop goals • Participation in pre-workshop discussion or surveys of needs • Review of applicable article(s). Discuss your pre-workshop needs with your Web. Team person so that any needed pages or forms can be in place.

Workshop Design and Best Practices Think of it as a well designed lesson • What are your goals for the workshop? • How will you assess if the participants successfully met your goals? • What activities will allow you to achieve your goals for the workshop? 1. Workshop Goals 3. Workshop Activities 2. Feedback & Assessment Situational Factors (e. g. , workshop size, room characteristics, participant experience, etc. )

Workshop Design and Best Practices Active engagement of participants during the workshop Avoid creating a workshop where participants do not participate. • Keep presentations relatively brief (~15 -20 minutes max) • Consider breaking your agenda into chunks or segments that last 30 -60 minutes

Workshop Design and Best Practices Model Effective Pedagogy Foster participation using. . . Take a few minutes to list some of the types of activities you plan to use during your workshop to get people involved and give them experience with good practice. . . use the chat

Workshop Design and Best Practices Model Effective Pedagogy Foster participation • Small, large group discussion • Short problem-solving tasks • Report outs • Reviews of resources • Gallery walks • Consensograms Provide opportunities for participants to develop sample materials and/or lessons

Workshop Design and Best Practices Give participants time to interact and share experience/knowledge • Participants bring valuable experience, ideas • Include mechanisms for sharing experiences and expertise • Consider starting with an icebreaker activity that illustrates similarities and differences among participants (Sort group on basis of classes taught, types of institutions, years of experience, favorite ice cream flavors, etc. )

Workshop Design and Best Practices Give participants time to interact and share experience/knowledge Include mechanisms for sharing experiences and expertise • Provide an early opportunity for participants to articulate their goals for the workshop (individuals small groups report out) Encourage participants to describe how they dealt with situations that others bring up in discussions (you don’t have to have all the answers)

Design to Support Reflection and Transfer Emphasize practical applications Provide examples of application of workshop topics by giving participants real world situations to address • Developing or adapting an activity for their own class • Analyze examples of existing work Tip: Review existing materials (e. g. , On the Cutting Edge) and consider how they would adapt them for use in their own classes or rank multiple examples on basis of utility for their instruction

Design to Support Reflection and Transfer Give participants time to make progress on a specific task that connects the workshop to their teaching • Allows participants to reflect and to make progress on adapting workshop content to their own needs. • Provides opportunities for participants to work one-on-one or in small groups with like-minded peers and/or brainstorm with workshop leaders. Consider revisiting one or more activities over the course of the workshop to add new components as new information and ideas are provided.

Design to Support Reflection and Transfer Encourage participants leave the workshop with specific plans for future action • Workshops may produce actions leading to changes in teaching practice, development of new learning resources, department-level planning or community-wide action. • Make this a clear goal for the workshop • Devote sufficient workshop time to planning next steps, getting feedback from peers. • Participants can complete and upload Action Plan documents that scaffold work during the workshop. Speak to your Web. Team person for examples.

Design to Support Reflection and Transfer What, other than new knowledge, new connections, and warm feelings, will your participants take away from the workshop that they didn’t have when they started?

Utilizing the Web Tools Make use of the workshop website • Will introduce Program, Pre-workshop Survey, Participant Workspaces • Additional pages of resources can be added to your website if you wish.

Web Support Team Monday-Wednesday Workshop assignments: • Preparing for an Academic Career - Monica • Designing Effective Lessons for your First Geoscience Course - Monica • Integrated Environmental Systems at TSU Farm - Andrew • Heads and Chairs: Future of Undergraduate Geoscience Education - Mitchell • Teaching Introductory Geoscience with Data and Math in a Societal Context Using GETSI Modules – Monica Thursday-Friday Workshop assignments: • Adapting Active Learning Strategies in Your Courses - John • Creating and Integrating Meaningful Virtual & Augmented Reality Content for Geoscience Classes Andrew • Connect with Students by Leveraging Phenomena and Incorporating Modeling into the K-12 Earth Science Classroom - Andrew • Marine Geology Using GEODE - Monica • Broadening Participation of Underrepresented Minorities in Geoscience - Mitchell • Measuring and Increasing the Level of Inquiry in Science Laboratory Activities - Monica

Example Program • Use the program page to organize documents that you would like the participants to access either prior to or during the workshop. Note: we cannot host copyrighted documents on the public program page; work with your support person for work-arounds. • The website will be a resource that your participants can return to when they want to make use of what they learned. • Initial program posted by April 3 • Program details down to the half hour by June 2 • Finalized program by July 3 https: //serc. carleton. edu/earth_rendezvous/2017/p rogram/morning_workshops/w 10/program. html

Example Pre-Survey • Optional survey • Can use to inform workshop program • Gauge participants’ familiarity with concepts you plan to cover • Find out what participants want to learn about • Find out context for use of materials covered • Submit request for survey/final details by July 3 http: //serc. carleton. edu/earth_rendezvous/2016/program/ morning_workshops/w 11/pre-survey. html

Example Workspace • Private space for participants to work • Can link to readings or other documents that can’t be posted on public site. • Can set up worksheet-like pages to facilitate and scaffold brainstorming/discussion; create activities in real-time; synthesize workshop sessions • Useful record of what happened at workshop you and participants can refer back to. • Learn more: http: //serc. carleton. edu/NAGT Workshops/worksp ace/index. html • Submit request/details by July 3

Evaluation Instruments • Workshop roadchecks (online) • End of Workshop Evaluation (online) • Workshop Summary

Evaluation Instruments Workshop Roadchecks (online, formative assessment) • Use a few roadcheck questions on daily online survey (some examples) • • What are the top one or two things you learned today that you will use in your professional work? Do you have any comments, concerns, suggestions, or complaints about any aspect of the workshop that you would like to bring to our attention? What aspects of the event were the most valuable for you and why? What aspects of the event were the least valuable for you and why? What do you need out of the workshop sessions tomorrow (and the next day) to satisfy your goals for attending the workshop? • Conveners will have access to the data from these forms and make use of the feedback as they see fit.

Roadcheck • Please allow 5 -10 min at the end of your day for participants to complete this http: //serc. carleton. edu/earth_rendezvous/2016/program/morning_workshops/w 11/roadcheck. html

Evaluation Instruments End of Workshop Evaluation (online) • Standard template will be provided • Rate the design • Did the workshop meet its goals • Overall satisfaction • We can add other questions to get at topics you want to know. Discuss this with your Web. Team person by July 3, 2019. • Informs conveners about the workshops, how they were received, and can help us as we design programming for future years. Data from the End of Workshop Evaluation will be screened by your Web. Team person to anonymize it.

End of Workshop Eval • Please allow 10 -15 min at the end of your last day for participants to complete this http: //serc. carleton. edu/earth_rendezvous/2016/pro gram/morning_workshops/w 6/EOW. html

Evaluation Instruments Workshop Summary • Each team of conveners will write a short Workshop Summary documenting the major activities and outcomes of the workshop. We hope to post these to the public website as an archive of what happened at the workshop. • Make use of the data from the workshop as well as group discussions and notes kept in the workshop workspace.

Important Dates April 3, 2019: A clear workshop program is published online May 1, 2019: Early registration deadline – advertise! June 2, 2019: Workshop program is finalized – agenda published with schedule down to the half hour; tell SERC support person what features you want (pre-surveys, workspace, road checks) July 3, 2019: Finalize details of workshop support with SERC staff (sooner is better– this is the absolute last date to make requests)

Help Making Connections • Workshops are highly valued opportunities to build connections • Encourage participants continue conversations (e. g. lunch or dinner) • Promote schedule for social sessions on conference website

NAGT Events Code of Conduct In fulfilling its vision and mission, NAGT promotes, provides, expects and endorses a professional and respectful atmosphere and values a diversity of views and opinions at NAGT supported events and programs. All NAGT meetings and events participants are expected to abide by the NAGT Code of Conduct, which applies in all venues, events, and on-line forums associated with NAGT. This Code of Conduct is intended to align with the American Geosciences Institute's Statement on Harassment in the Geosciences. Please read the full NAGT Code of Conduct Policy for details. https: //nagt. org/nagt/about/code_of_conduct. html

Questions?