Achieving Inclusive Teaching Though Online Learning, An Example From Roses
Session: Inspiring a New Generation of Seismology Leaders
Type: Oral
Date: 4/21/2021
Presentation Time: 10:00 AM Pacific
Description:
During the summer of 2020, we organized and delivered an 11-week online school for advanced graduate students worldwide. Remote Online Sessions for Emerging Seismologists (ROSES) consisted of live lectures accompanied by Python-based laboratory exercises. These were presented to a global community of seismology students from 24different countries, and 20 states within the US. In this presentation we will highlight a series of lessons learned for planning and executing similar programs with more lead time, particularly with regards to accessible computational resources. We will focus on specific ways that ROSES selected enriching and topical content, stimulated learning and retention, and promoted equity and inclusion through intentional programming, planning, and use of widely available co-working tools. In addition, we will suggest ways to enhance future educational programs to boost the retention and research application of learned material, and more broadly, foster inclusion and diversity within the seismology community.
Presenting Author: Fransiska K. Dannemann Dugick
Student Presenter: Yes
Authors
Fransiska Dannemann Dugick Presenting Author Corresponding Author fkdanne@sandia.gov Sandia National Laboratories |
Suzan van der Lee suzan@northwestern.edu Northwestern University |
Germán Prieto gaprietogo@unal.edu.co Universidad Nacional de Columbia |
Sydney Dybing sdybing@uoregon.edu University of Oregon |
Liam Toney ldtoney@alaska.edu University of Alaska Fairbanks |
Hank Cole hankcole@rams.colostate.edu Colorado State University |
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Achieving Inclusive Teaching Though Online Learning, An Example From Roses
Category
Inspiring a New Generation of Seismology Leaders