Please join us for the webinar: Advancing Pedagogy and Inclusivity through Multi-Modal Seismology Modules in the Era of COVID-19 on Thursday, May 26 at 1:00 PM Eastern.
Register here for this virtual event. After registering, you will receive a confirmation email containing information about joining the webinar.
*Dr. Derek Schutt, Colorado State University
*Dr. Margarete Jadamec, University at Buffalo, SUNY
*Dr. Tolulope Olugboji, University of Rochester
Dr. Stefany Sit, University of Illinois at Chicago
* denotes presenters
Abstract: Geoscience classrooms have been challenged by the ongoing pandemic of COVID-19. Importantly, there is a need to create learning environments in upper-level Geophysics courses that attract students from diverse backgrounds and allow them to thrive. We hypothesize that the production of high-quality teaching materials that utilize evidence-based pedagogy can create a more equitable and inclusive learning environment during the pandemic that can build student confidence and allow students from a variety of diverse backgrounds to succeed. Thus, a key objective of the project is to create more inclusive classrooms and broaden participation in geophysics, with a particular focus on increasing the number of students from underrepresented groups that make the transition from undergraduate to graduate school. To that end, we present three multi-modal modules developed for upper-level Geophysics Courses, primarily Seismology and Geodynamics. Content developed includes detailed derivations and homework solutions, lecture slides with detailed derivations, interactive multimedia PDFs linking to seismotectonic observations and 3D visualizations, a series of 16 lightboard lectures on background mathematics for seismology, 15 in-class real-time active learning exercises, and 13 interviews with seismologists. To improve efforts to broaden participation, the interview spotlights feature varied academic and career paths of seismologists from underrepresented groups. An additional objective of the project was to reduce the burden among faculty during the pandemic to incorporate effective teaching techniques through the development of adaptable and accessible course materials for interactive online, hybrid, and in-person learning. The developed course resources provide flexibility for student learners who may have more constraints on their time or may need additional resources for learning material. These materials can serve as an introduction to active learning teaching methods and are adaptable depending on teaching modality – such as in-person, online, or for flipped classrooms. By making course resources available, we aim to foster more discussion related to teaching among seismologists and also make the teaching of seismology more accessible to institutions that may not have seismologists as faculty members. Future work includes peer review of the resources and a formalized assessment rubric.