Second-Year Review

Dale Easley

Spring, 2007

In the following sections, I have attempted to follow the suggested format for review of second-year faculty. Throughout, I have created hyperlinks to relevant documents online. Therefore, this document is best viewed on a Windows-based PC with Adobe Acrobat Reader installed and a browser connected to the internet. This is the standard UD installation. Some of the presentations are executable files that may trigger a Windows message about potential viruses. Having used UD's virus checker throughout, you may safely ignore the warning messages. To terminate the presentations, simply push the ESC key.


Contents

1  Teaching
2  Scholarship
3  Service
4  Advising
5  Mission
6  Vita
7  Professional Development Plan

1   Teaching

In the spring of 2006, I taught ESC 115 Physical Geology and two lab sections, EVS 333 Intro to GIS Applications, and team-taught EVS 492 Senior Seminar with Gerry Zuercher. In the fall of 2006, I taught ESC 115 Physical Geology and two lab sections, BIO 125 Population, Resources, and the Environment, and UDMA College Algebra, as well as directing an independent study. I also participated with Alan Garfield in the international trip to Scotland. In the spring of 2007, I taught ESC 115 Physical Geology and two lab sections, EVS 333 Intro to GIS Applications, and team-taught EVS 492 Senior Seminar with Gerry Zuercher. In addition, Paul Jensen and I taught an Ethics of the Wilderness class that will include a Boundary Waters Canoe Trip in late July.
After my second year of teaching at the University of Dubuque, I've settled into what I consider reasonable expectations for my students. I completed development and use of the lab manual for ESC 115, though I plan to continue revising it. Students who took my GIS class have used it for creating posters for scientific conferences and for projects that have benefitted surrounding parks and recreation areas. Teaching math was a positive experience for two reasons: (1) I got to know several freshmen who are not science majors, and (2) I obtained a better knowledge of what our majors can be expected to know quantitatively. Teaching the stewardship clourse, BIO 125, also helped me get to know students across campus, and it was a fun course to teach.

1.1   Highlights

During the time I've been here, teaching and related activities have dominated my time, though committee work has claimed its share. Some of the more significant uses of my time are noted below:
  • Developed or extended course web sites at
    http://www.geocities.com/DaleEasley .
    I started the web site a decade ago and have gradually added to it. I use it for posting assignments, additional readings, old tests, items of interest, announcements, personal thoughts, and lecture outlines. In particular, I deveoped a web site for BIO 125 . that Gayle Casel has utilized as she prepares to teach the course in fall, 2007. Student evaluations through the years have indicated that the web site is one of the things they appreciate most.

  • Used a laboratory manual that I previously developed in ESC 115 Physical Geology , available online at
    http://www.geocities.com/DaleEasley/Physical/lab/Welcome.htm

  • Revised classroom presentations for ESC 115 Physical Geology . An example of the accompanying outline available to students is at
    http://www.geocities.com/DaleEasley/Physical/Chap01.pdf . Such presentations and outlines were prepared for each chapter of our textbook. However, as I will explain more later, I am changing books for fall, 2007, and will start anew on the course materials.

  • Prepared new classroom presentations to augment those already in use:
    • Talk on Haiti . This presentation was given in BIO 125 to help frame discussion about the development process.

    • . Talk on Qatar This presentation uses examples from the Middle East to explore natural resources, including oil and water, and their impact on development and international relations.

  • Worked Gerry Zuercher and students John White and Cheryl Moonen on an undergraduate research project from which the results were presented in April at the Upper Mississippi River Research Consortium annual conference.

  • Received Wendt funding to assist with a student field trip to Chicago. 17 students accompanied Gerry Zuercher and me to Elgin, IL, where we caught the train into Union Station. From there we walked to the Shedd Aquarium. Afterward we caught the Red Line to the Lincoln Park area where we stayed overnight in a youth hostel. The next morning we went to the Field Museum, returning home that afternoon.

  • Received Wendt funding to assist with the student field trip this summer to the Boundary Waters Canoe Area.

1.2   Student evaluations

Hard copies should be available from Ann Kendell. If not, please let me know and I'll get them to you. In summary, my courses generally receive high marks from students. The reasons for this vary, but talking with students has led me to believe, though with little data, the following:
  • Experienced students appreciate the effort I put into preparing for class, especially my web site and lecture outlines.

  • Apprehensive students believe that I care that they do well, and generally they respond well to encouragement.

  • Most students feel I conduct the course fairly, including not allowing makeups in large classes but dropping the lowest grade plus posting old tests on my website.
    (Example: http://www.geocities.com/DaleEasley/Physical/Test1_Fall_2005.pdf )

  • Most students are comfortable with, perhaps even entertained by, my personality. I have worked hard on skills in story-telling, humor, and drama, and try to incorporate them into my lectures, along with videos and slides.

That said, I must add that I worry sometimes that student evaluations are mostly a popularity contest. Geology may come out ahead of physics or chemistry simply because it is more visual and less mathematical, and I get rewarded for that reduced rigor. One of my UNO colleagues argued that only years down the road can a student truly evaluate a course, and even then hind-sight may color the evaluation. Can any of us give an accurate evaluation of our current girlfriend? Still, if I date 40 women and they all say I'm a jerk, the resulting average is pretty believable.

1.3   Peer evaluation

I interacted regularly with my colleagues, had Trustees sit in on my class, team-taught with Gerry Zuercher, but failed to have anyone write up an evaluation of my teaching. Woops.

1.4   Self-assessment

Submit a 2-3 page self-assessment of your teaching. Describe the learning objectives and the teaching goals of each of the courses you offered. Describe what you learned about your teaching from student and colleague evaluations. Identify the primary teaching strategies that you plan to continue using, extending, and developing in subsequent courses and the primary improvements you plan to implement. Be as specific as you can, especially about your plans for improvement.
My self-assessment is here: SelfAssessment2007.pdf .
Specific learning outcomes are on my syllabi at
http://www.geocities.com/daleeasley/BIO125/Welcome.htm ,
http://www.geocities.com/daleeasley/Physical/Syl_phys.htm ,
http://www.geocities.com/daleeasley/Envgeol/Syllabus.htm , and
http://www.geocities.com/daleeasley/GIS/Syllabus.htm

2   Scholarship

2.1   Publications

  • Moonen, C., J.J. White, G.L. Zuercher. D.H. Easley, and W. Bucholtz. 2007. A Geographic Information System for the Mines of Spain Recreation Area, Dubuque, IA. Mississippi River Research Consortium Annual Meeting, Vol. 39, p. 14.
  • White, J.J., C. Moonen, G.L. Zuercher. D.H. Easley, and W. Bucholtz. 2007. White-Footed Mice (Peromyscus Leucopus) at Mines of Spain Recreation Area, Iowa. Mississippi River Research Consortium Annual Meeting, Vol. 39, p. 14.
  • Lemke, L.D., T. Callahan, S. Custer, D. Easley, T. Eaton, K. Nichols, and L. Joseph, 2006. Got Data? So What! Hydrogeologic Interpretation Beyond Results. Geological Society of America, 2006 Philadelphia Annual Meeting, 174-10.
  • Easley, D.H., 2006. Review of Geostatistical Analysis of Compositional Data. Environmental Geology, vol. 49, p. 494.

2.2   Reviews

I am on the editorial board of Environmental Geology , a leading journal in my field. I received a manuscript to review approximately every 6 weeks. In addition, I wrote a book review of a geostatistics text for publication in the journal. My vita with references to publications and presentation is at http://www.geocities.com/daleeasley/Webvita.htm

3   Service

In 0.5 to 2 pages, describe your service activities for the current year, including any confirmed plans for the remainder of the period. For a description of what counts as "service," see the Handbook, 2.9.1.3. Distinguish among service to the University, service to your profession, and service to the community. Include relevant documentation.

3.1   Profession

  • Editorial board member, Environmental Geology , as mentioned above in 2.2.

  • Reviews: In addition to reviews for Environmental Geology , I reviewed a manuscript for the American Water Resources Association, for the Journal for Environmental Informatics, and for PracTeX (a journal for scientific type-setting.).

  • Membership: I am currently a member of the American Water Resources Association, the National Ground Water Association, and National Association of Geoscience Teachers.

3.2   UD

  • COAC committee member.

  • Served on Task Force for Student Retention, Program Subcommittee.

  • Interviewed candidates for botany position and mathematics position.

  • Served on Handbook Revision Adhoc Committee.

3.3   DNAS

  • In December, 2006, I became Department Head. Since then, I have helped revise the biology curriculum, the EVS curriculum, submitted a chemistry minor, searched for a math faculty member, organised an OSHA course on lab safety, guided applications for advancement, tried to make the budget more transparent, meet biweekly with the faculty, organized field trips and dinner parties, hosted baby showers, wedding showers, birthday parties, anniversary parties, plus gained weight. I'll reflect on the changes 2006-2007 have brought in the section on self-assessment.

  • Prepared template for COAC course proposals that will make entry simpler.

  • Wrote letters of recommendation for students past and present.

3.4   Other

  • Spoke to Irving Elementary School 4th grade about geology, spring, 2007.

4   Advising

Write a one-page or shorter description of your work as an advisor and your contributions to the University’s recruitment efforts. Include relevant documentation.

4.1   Advising

I finally began to have some environmental science majors in addition to the undecided students that I've had since I first came to UD. I meet with the students to plan their courses for each semester, chat with them on campus, email them regularly, and contact Barb Smeltzer when appropriate if some drop off the radar.

4.2   Recruiting

I worked with Jesse James and his staff to contact prospective students who had expressed an interested in environmental science and biology. I have called a number of prospective students, emailed them, invited them for campus visits, met with them and their families, helped organize a Preview Day devoted to science, and done everything I can think of to help bring up the number of students wanting to major in science.

5   Mission

Describe the ways you perceive your teaching, scholarship, service, and advising support the mission of the University. What courses do you teach that help achieve the University’s goals? How does your scholarship promote UD’s mission? How do your advising and service also do this? I ask in this section that you be reasonably articulate about how your work supports UD’s Reformed Christian mission. You are not required to adopt a Reformed Christian perspective, but like every UD student who takes WVS1, you are expected to understand what UD’s perspective is and to describe in more than a sentence or two how your work complements, extends, or otherwise supports it.

5.1   Class presentation on mission:

A River Runs Through It ( http://www.geocities.com/DaleEasley/Physical/Maclean.exe ).

5.2   Wendt faculty release time, Fall 2005

During the 2005 fall semester, I participated in the group of faculty who had release time funded by the Wendt Initiative. Since then, I have incorporated an ethics component into each class I teach.

5.3   Incorporation of the UD Mission and Wendt principles into the classroom

Incorporation of the UD Mission and Wendt principles into the classroom takes two major forms:
  • the methods of developing and implementing the course, and

  • the specific materials used in the course.

The Wendt principal most important in running a class is fairness. Students must believe that hard work yields positive results, and that others have no unfair advantage in the resulting grades. I have addressed this by allowing no makeup exams in my ESC 115 course and by posting old exams on my web site. In a large class, there is no way that I have yet discovered of being fair with makeup exams. Therefore, I instead drop the lowest grade. If a student misses a test, that is the one that is dropped. In addition, by posting the old exams, all students know equally well what I have done in the past, not just those who might have access to a former students old tests.
Within a course, incorporating the UD Mission and Wendt principals is natural, given my interest in environmental geology. The environmental field is inherently value-driven. Should we preserve wilderness areas? Why? Science can tell us what a wilderness area is and its role in ecosystems, but decisions about its preservation depend on what matters more--- money, short-term profit, Native-American spirituality, or good stewardship. An essay question from my EVS 248 Environmental Geology and Hydrology course is an example of advancing students recognition of the role values play in their profession:
Essay question: What should be the distinction between moral, technical, and financial responsibility as applies to the hazardous waste site at Love Canal?
This question was from the Test 1 of the fall, 2006, EVS 248 course
We had previously discussed the historical background of the hazardous waste site a Love Canal and technical issues dealing with epidemiology and groundwater contamination. The textbook devoted a section to Love Canal. In addition, I provided them with links to a number of web sites, such as
http://ublib.buffalo.edu/libraries/projects/lovecanal/ .
In the spring of 2006 and 2007, I also faced the incorporation of the mission and principals into Senior Seminar. For the second test, students were asked to prepare an essay answering the following:
How do you believe science, religion, and ethics may be integrated into a consistent world view?

6   Vita

Available on my web site at
http://www.geocities.com/daleeasley/Webvita.htm .

7   Professional Development Plan

In a paragraph-or more, if necessary-describe your professional development plan for the next 1-3 years. Tell what you will do to enhance your professional capabilities as they support your department’s and the University’s missions. Identify what you believe are performance deficiencies, the level of proficiency you plan to achieve, the time line for achievement, and the activities that will help you develop in these ways.
My professional development plans focus on adapting my knowledge to the specifics of UD and the Midwest. I intend to focus on these main areas:
Field Trips:
I participated in a Boundary Water Canoe Trip in the summer of 2006, and have developed a trip for UD students in association with Paul Jensen. My own experience with geology field trips as an undergraduate plus my experience leading them for many years indicates that field trips are among the best ways to gain and maintain student interest in the natural world. In the spring of 2007, 17 students went with Gerry Zuercher and me to Chicago overnight to visit the Shedd Aquarium and the Field Museum. I also hope to develop a field trip to Wyoming, the location of my graduate studies and a place close to my heart.
Additional skill-building in GIS:
I plan to continue increasing my skills in GIS, having now taught the course twice.
Student research projects:
I have begun interacting with EVS majors on research projects, such as the one mentioned previously that involved John White and Cheryl Moonen. This summer, Matt O'Brien and I will begin a project on watershed analysis.
Improved teaching of physical geology:
This summer I have been invited to attend an NSF-sponsored short-course on teaching introductory geoscience courses.
Improved knowledge of the environmental science field:
I have been invited to help grade AP Environmental Science tests this summer. I am hardly a great fan of grading papers but think the experience will be good not only for me but for our students.
Management:
I have recently read Getting Things Done by David Allen and am attempting to incorporate its principles into my work. In my daily routine, I have adopted the software Evernote plus a calendar and logbook. My goal is improved efficiency in routine tasks, freeing up more time for conversations with faculty, community, and family.