Third-Year Review
Dale Easley
Spring, 2008
In the following sections, I have attempted to follow the
suggested format for review of third-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.
1 Teaching
In the spring of 2007, I taught
-
ESC 115 Physical Geology and two lab sections,
-
EVS 333 Intro to GIS Applications,
-
EVS 492 Senior Seminar with Gerry Zuercher, and
-
Ethics of the Wilderness with Paul Jensen that included a
Boundary Waters Canoe Trip in late July.
In the fall of 2007, I taught
-
ESC 115 Physical Geology and two lab sections,
-
EVS 248 Environmental Geology and one lab section, and
-
EVS 492 Senior Seminar with Gerry Zuercher.
In the spring of 2008, I taught
-
ESC 115 Physical Geology and two lab sections,
-
Geology and Jazz with Jim Sherry, including a spring-break
trip to New Orleans, and
-
Ethics of the Wilderness with Paul Jensen that will
include a Wyoming Trip in late July.
In the summer of my third year at the University of Dubuque, I
attended a workshop on teaching introductory geoscience courses,
sponsored by the National Science Foundation. As a result of that
workshop and adoption of a new textbook, I completely revamped ESC
115 Physical Geology. I eliminated multiple-choice tests, revised the
order of materials, included more local examples, and redid all class
presentations.
My teaching has also been enriched by team-teaching with
colleagues within DNAS and across campus. Within DNAS, Gerry Zuercher
and I regularly team-teach our Senior Seminar course. As a result of
student input, we have moved the course from spring to the fall of
students' senior year, helping them prepare resumes, grad-school
applications, and cover letters before they need them. In the group
of students currently enrolling in Senior Seminar, Gerry is almost a
father figure to many. I'm more like the eccentric uncle.
Teaching with Jim Sherry and Paul Jensen has been very
rewarding. Both make me proud of my colleagues at UD. Both present
new ways of running a classroom. Both challenge students to think
about things we often take for granted. And because of them, I meet
and get to know students that I ordinarily might not.
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 more than 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. Student evaluations through the
years have indicated that the web site is one of the things they
appreciate most.
- Revised classroom presentations for ESC 115 Physical
Geology. An example of the presentations is at http://www.geocities.com/DaleEasley/Physical/Chap01B.pdf.
(The password is geology.) An example of the accompanying
review guide is available at http://www.geocities.com/DaleEasley/Physical/Review1.pdf
Such presentations and outlines were prepared for each chapter of
our textbook.
- 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
- Prepared new classroom presentations to augment those already
in use:
-
Talk on
Happiness . This presentation was given in
ESC 115 Physical Geology.
- . 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 with Eric Schmechel, Mark Sinton, Gerry Zuercher, Bob
Miller, and students to prepare fot the Upper Mississippi River
Research Consortium annual conference, held in April in Dubuque.
Students presented four posters and UD hosted a refreshment table.
Ten students attended the conference.
- Received Wendt funding to assist with a student field trip to
Chicago in both the fall and spring. 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 and Field
Museum. 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 Lincoln Park Zoo, returning home that afternoon.
- Received Wendt funding to assist with the student field trips
to New Orleans and Wyoming.
- Arranged \$1,000 funding from the Core Committee for
development of Bill Karkow's BIO 110 Human Biology course.
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
Jim Sherry's letter is at SherryLetter.pdf
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/Physical/Syl_phys.htm
,
http://www.geocities.com/daleeasley/Envgeol/Syllabus.htm
, and
http://www.geocities.com/daleeasley/GIS/Syllabus.htm
2 Scholarship
I have already reported about last spring's presentations at the Mississippi river Research Consortium, cited below, and discussed in the teaching section the short-course attended on teaching introductory geoscience courses. In addition, last summer I was invited to help grade the AP Environmental Science test, spending a week in Lincoln, Nebraska. I continue as an editor of {\bf Environmental Geology,} regularly reviewing submitted articles. Occasionally I review articles for the American Water Resources Assoication. However, the closest to what I consider true scholarly activity was a presentation in the fall for the American Water Resources Association Annual Conference, held in November in Albuquerque, cited below. The conference allowed interaction with other professionals in my field.
2.1 Publications
- Easley, D.H., 2007. Why is Haiti Poor?. Presentation at the
Annual Conference of the American Water Resources Association,
Albuquerque, N.M., Nov 12-15.
- 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.
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. 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.
- COAC committee member; became chairman in fall, 2007.
- Interviewed candidates for environmental chemistry position,
leading to the hiring of Adam Hoffman.
- Co-chaired with Dan Runkle the UD Calendar (4-1-4) Committee,
beginning Spring, 2008.
- Serve on UD Honors Committee at the invitation of Paul Jensen.
- 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 environmental chemist faculty
member, organised courses for our students on both CPR and First
Aid, guided applications for advancement, tried to make the budget
more transparent, meet regularly 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 2007-2008 have brought in the section on
self-assessment.
- Prepared template for COAC course proposals that was intended
to make entry simpler but appears to complicate things. Go
figure.
- Wrote letters of recommendation for students past and
present.
- Invited to be the first Wendt Speaker on Vocation at the invitation of Paula Carlson. Cried out loud.
- Spoke to Audubon Society about Louisiana Coastal Geology,
spring, 2008.
- Organized trips each semester for science students to visit
Chicago overnight, including visitng museums, riding the subway,
staying in a youth hostel, etc.
- Spoke to Mazzuchelli Catholic Middle School about Earthquakes.
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
).
5.3 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 and fall of 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
2007, 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 and fall of
2007 and spring of 2008, students accompanied 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, Oliver de Silva and I will begin a
project on water quality at Backbone State Park.
-
Improved teaching of physical geology:
-
Discussed in document on Self-Assessment
-
Improved knowledge of the environmental science field:
-
I was invited to help grade AP Environmental Science tests
last summer. I am hardly a great fan of grading papers but think
the experience was 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.
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