Overall rating of instructor
4.77
Geology 125
Earth Systems
2021
Excellent to Good
4.77
Geology 125
Earth Systems
2021
Excellent to Good
Teaching Geology 125 Earth Systems for Early Childhood Education majors is one of my favorite parts of my job. The students are considerate, respectful, and motivated to do well. It is an opportunity to increase scientific literacy on a larger scale than just one class of college students at a time. If Earth Systems students become teachers with a solid mastery of Earth science and a greater self-efficacy in science, those teachers will encourage curiosity, inspire greater interest in science, and foster an appreciation of the Earth in their classrooms. For example, if one of the ~40 students in Earth Systems who becomes a teacher with ~20 students per year, he or she will potentially reach 600 students. If all of the Earth Systems students become teachers, one class potentially impacts 24,000 elementary students.
I have been teaching Earth Systems for seven semesters since the fall of 2017. During that time the course has evolved, using different pedagogical approaches in response to student evaluations. I initially taught the course in a traditional format, lecturing and then assessing with multiple choice and short answer questions. After attending a workshop with the author of the textbook, Stephen Reynolds, at a national Geological Society of America meeting, I was inspired to use concept sketches as a tool to improve learning as well as for assessment. Initially, students had both positive and negative reactions to the use of concept sketches in the course. As a result of student feedback, I modified the assessment tools to include both traditional (multiple choice and written questions) and concept sketches. A dramatic improvement in student evaluations (from 2.24 in spring 2018 to 1.53 in fall 2019) suggested that this approach worked well for more students.
In the fall of 2020, I applied to have Earth Systems satisfy the general education Thinking Scientifically-Natural World (TS_NW) requirement. The Geology Department worked with the Education Department to make sure Early Childhood Education majors were able to meet the TS-NW in their major. I taught this course in the spring of 2021, when most students were still learning virtually but some were face to face (F2F). Teaching F2F and virtually simultaneously was a challenge. I overcame some of the challenge by using an OWL, a device purchased by the school that enabled virtual students to be more 'present' in the classroom. It was equipped with a microphone which enabled me to wander around the classroom freely and for students to hear one another. It also had a rotating 360° camera that showed the blackboard as well as the students in the classroom.
Fortunately, in the fall of 2021, Earth Systems students were all face to face. One of the things I do in this class is ask students to explore different modes of communication (e.g., written, visual, oral). This is an important skill for future teachers as they will need to think creatively about disseminating information to student with different learning styles. For example, on exams students are asked to explain a concept and given the option to respond in written or visual forms. Importantly, students are not required to draw pictures, but most do since that is how we have explored the material. It becomes apparent that when asked 'why are there seasons?' for example, it may be much easier to draw a picture and label it rather than write in paragraphs. For many of the processes that occur in the Earth system (water cycle, global circulation patterns, plate boundaries, volcanoes, etc.), pictures are able to effectively portray complicated processes. Also, I have steadily increased the number of opportunities for students to modify the content into lesson plans for grade levels they will eventually teach. I incorporate the New York Science Learning Standards into the lectures so it obvious how the content relates to their future profession.
Labs in Earth Systems include traditional geology labs about topographic maps, mineral and rock identification, and earthquakes. However, they also include more alternative activities such as cookie mining (resource extraction), spinning with Styrofoam balls in a dark classroom (moon phases), wading in a ditch to measure width, depth, and velocity (stream discharge-see slideshow below), and investigations to determining the best locations for solar power generation (energy resources). These labs keep students engaged and provide them with examples of how these concepts can be taught in their future classrooms.
Example of feedback from Earth Systems students in 2021 is found at the bottom of this page.
I have been teaching Earth Systems for seven semesters since the fall of 2017. During that time the course has evolved, using different pedagogical approaches in response to student evaluations. I initially taught the course in a traditional format, lecturing and then assessing with multiple choice and short answer questions. After attending a workshop with the author of the textbook, Stephen Reynolds, at a national Geological Society of America meeting, I was inspired to use concept sketches as a tool to improve learning as well as for assessment. Initially, students had both positive and negative reactions to the use of concept sketches in the course. As a result of student feedback, I modified the assessment tools to include both traditional (multiple choice and written questions) and concept sketches. A dramatic improvement in student evaluations (from 2.24 in spring 2018 to 1.53 in fall 2019) suggested that this approach worked well for more students.
In the fall of 2020, I applied to have Earth Systems satisfy the general education Thinking Scientifically-Natural World (TS_NW) requirement. The Geology Department worked with the Education Department to make sure Early Childhood Education majors were able to meet the TS-NW in their major. I taught this course in the spring of 2021, when most students were still learning virtually but some were face to face (F2F). Teaching F2F and virtually simultaneously was a challenge. I overcame some of the challenge by using an OWL, a device purchased by the school that enabled virtual students to be more 'present' in the classroom. It was equipped with a microphone which enabled me to wander around the classroom freely and for students to hear one another. It also had a rotating 360° camera that showed the blackboard as well as the students in the classroom.
Fortunately, in the fall of 2021, Earth Systems students were all face to face. One of the things I do in this class is ask students to explore different modes of communication (e.g., written, visual, oral). This is an important skill for future teachers as they will need to think creatively about disseminating information to student with different learning styles. For example, on exams students are asked to explain a concept and given the option to respond in written or visual forms. Importantly, students are not required to draw pictures, but most do since that is how we have explored the material. It becomes apparent that when asked 'why are there seasons?' for example, it may be much easier to draw a picture and label it rather than write in paragraphs. For many of the processes that occur in the Earth system (water cycle, global circulation patterns, plate boundaries, volcanoes, etc.), pictures are able to effectively portray complicated processes. Also, I have steadily increased the number of opportunities for students to modify the content into lesson plans for grade levels they will eventually teach. I incorporate the New York Science Learning Standards into the lectures so it obvious how the content relates to their future profession.
Labs in Earth Systems include traditional geology labs about topographic maps, mineral and rock identification, and earthquakes. However, they also include more alternative activities such as cookie mining (resource extraction), spinning with Styrofoam balls in a dark classroom (moon phases), wading in a ditch to measure width, depth, and velocity (stream discharge-see slideshow below), and investigations to determining the best locations for solar power generation (energy resources). These labs keep students engaged and provide them with examples of how these concepts can be taught in their future classrooms.
Example of feedback from Earth Systems students in 2021 is found at the bottom of this page.
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Earth Systems students measuring discharge in a stream (aka ditch) near Timerman. Students have a great time going outside to learn.
Feedback from GEOL 125 students Spring and Fall 2021
Well taught, enjoyed her teaching style and made it easy for students to get a hold of her outside of class.
Even though I did the class virtually, I think Sara did a great job with the virtual labs. I also really liked having a weekly quiz, it helped me stay focused on the material we learned.
Sara is my favorite teacher I have ever had at Potsdam.
Very good at explaining tough material and makes her students feel welcomed and safe in her classroom.
Professor was amazing, fun, and always wanted the best for her students.
She was always there if we needed help. She even made a zoom meeting on a Sunday to make sure I understood before going into the new week. I honestly don't believe she had any weaknesses, because I enjoyed learning from her and understood so much!
I would love to take another class with her if I could. She was very kind and passionate about teaching.
She is very organized with her notes and she color coordinates them which makes it easier for me to follow along.
Sara is one of my favorite professors I've ever had. She cares about her students and their success in her class, and always goes the extra mile. She didn't just teach us about Earth Systems, she taught us how to relate content to young children. She was always available if and when we needed help. She is one of the most understanding professors. If I could only take the rest of the courses with one professor, I would choose Sara.
Well taught, enjoyed her teaching style and made it easy for students to get a hold of her outside of class.
Even though I did the class virtually, I think Sara did a great job with the virtual labs. I also really liked having a weekly quiz, it helped me stay focused on the material we learned.
Sara is my favorite teacher I have ever had at Potsdam.
Very good at explaining tough material and makes her students feel welcomed and safe in her classroom.
Professor was amazing, fun, and always wanted the best for her students.
She was always there if we needed help. She even made a zoom meeting on a Sunday to make sure I understood before going into the new week. I honestly don't believe she had any weaknesses, because I enjoyed learning from her and understood so much!
I would love to take another class with her if I could. She was very kind and passionate about teaching.
She is very organized with her notes and she color coordinates them which makes it easier for me to follow along.
Sara is one of my favorite professors I've ever had. She cares about her students and their success in her class, and always goes the extra mile. She didn't just teach us about Earth Systems, she taught us how to relate content to young children. She was always available if and when we needed help. She is one of the most understanding professors. If I could only take the rest of the courses with one professor, I would choose Sara.