Teaching Multi-UniversityTeaching Multi-University

Collaborative Science ClassesCollaborative Science Classes

Eliza CalderEliza Calder University at BuffaloUniversity at Buffalo

Dante MoranDante Moran UNAMUNAM

Bill RoseBill Rose Michigan TechMichigan Tech

John John StixStix McGill UniversityMcGill University

EHazEHaz

University Exchange ProgramUniversity Exchange Program

in Earth Hazardsin Earth Hazards

EHazEHaz is a graduate consortium in Earth Hazards,is a graduate consortium in Earth Hazards,

which links leading graduate programs which links leading graduate programs reseachingreseaching

Natural HazardsNatural Hazards, especially , especially VolcanoesVolcanoes

Specialized Graduate programsSpecialized Graduate programsmay be small (severalmay be small (severalfaculty;10-20 students) onfaculty;10-20 students) onany one campus, but a sixany one campus, but a sixuniversity consortium,university consortium,becomes quite largebecomes quite largeintellectually, if linkages areintellectually, if linkages arestrong.strong.

Such linkages can change theSuch linkages can change theatmosphere greatly foratmosphere greatly forstudents by adding peerstudents by adding peergroup connections andgroup connections andbroadening educationalbroadening educationalefforts.efforts.

EHazEHaz links leading graduate programs in links leading graduate programs in VolcanologicalVolcanological

studies in North America, and an important asset is thatstudies in North America, and an important asset is that

Canadian and US students have ready access toCanadian and US students have ready access to field studiesfield studies

and internships at active volcanoes in Mexico, where there areand internships at active volcanoes in Mexico, where there are

rapidly developing and excellent research capabilities at bothrapidly developing and excellent research capabilities at both

Universities and closely associated Volcano Observatories.Universities and closely associated Volcano Observatories.

EHazEHaz has addressed ahas addressed a

common need for common need for advancedadvancedgraduate coursesgraduate courses, which are, which aretypically offered sporadicallytypically offered sporadicallyto a small number of studentsto a small number of studentsbecause demand on any onebecause demand on any onecampus is limited and facultycampus is limited and facultyresources are stretched byresources are stretched bysmall classes. Such classessmall classes. Such classesare are critically needed bycritically needed bygraduate students to getgraduate students to getthem to the them to the ““cutting edgecutting edge””where scientific discovery iswhere scientific discovery ishappening and where theyhappening and where theyneed to be if they wantneed to be if they wantfunding agencies to blessfunding agencies to blessthem. Even if a facultythem. Even if a facultymember does offer such amember does offer such aclass, it is quite costly in timeclass, it is quite costly in timeto really be at the cutting edgeto really be at the cutting edgeof any topic that isnof any topic that isn’’t squarelyt squarelyin the research aim of thatin the research aim of thatindividual.individual.

Important aside: We are Important aside: We are notnot (nor do we aim to be) (nor do we aim to be)

master teachers, but instead mainly educatorsmaster teachers, but instead mainly educators

committed and absorbed into research and graduatecommitted and absorbed into research and graduate

level teaching/mentoringlevel teaching/mentoring.•• We are always looking for international research linkages and ideal fieldWe are always looking for international research linkages and ideal field

sitessites

•• We are pressured by staying at the creative edge of research fieldsWe are pressured by staying at the creative edge of research fields

•• We seek ways of We seek ways of channelling channelling the efforts (enlisting the help) of everyonethe efforts (enlisting the help) of everyone

we work with (mostly graduate students and post-docs)we work with (mostly graduate students and post-docs)

•• We are strong advocates of student initiated or student driven learningWe are strong advocates of student initiated or student driven learning

and we use workshop and seminar approaches oftenand we use workshop and seminar approaches oftenSo how can a multi-university consortium work together to deliverSo how can a multi-university consortium work together to deliver

advanced graduate classes? We decided to try internet linkagesadvanced graduate classes? We decided to try internet linkages

with an ingenious software that was being used by medicalwith an ingenious software that was being used by medical

doctors to keep up with discoveries in surgical procedures.doctors to keep up with discoveries in surgical procedures.

““White BoardWhite Board”” which can show any which can show any

graphic of interest, from any commongraphic of interest, from any common

softwaresoftware

Anyone can

point

The person who isThe person who is

speakingspeaking

Up to 20 groups or

individuals can link, and

you can see everyone

www.www.marratechmarratech.com.com

Tools for drawing, writing, file transfer, pointingTools for drawing, writing, file transfer, pointing

Audio, video controlsAudio, video controls

Using a conferencingUsing a conferencing

classroom at each campusclassroom at each campus

worked well, preserving classworked well, preserving class

charactercharacter

How the class worked:How the class worked:

Each week the class Each week the class focussed focussed on the work of a world experton the work of a world expert

Each of the experts provided, pro bono, a narrated Each of the experts provided, pro bono, a narrated powerpoint powerpoint lecture, and readinglecture, and reading

material (reprint or preprint in electronic format).material (reprint or preprint in electronic format).

Students absorbed these materials and held discussions on their own campus andStudents absorbed these materials and held discussions on their own campus and

then on then on TuesdayTuesday in a in a marratech marratech session without the expert, where a list of questionssession without the expert, where a list of questions

was agreed on and then communicated to the expert via email.was agreed on and then communicated to the expert via email.

Finally on Finally on ThursdayThursday we had a 90 minute discussion with the expert, online, using we had a 90 minute discussion with the expert, online, using

marratechmarratech, where we could discuss, where we could discuss the questions and any detail.the questions and any detail.

A graduate assistant on one campus did the website and communications effort.A graduate assistant on one campus did the website and communications effort.

Each campus administered its own classes, collected tuition, graded, etc.Each campus administered its own classes, collected tuition, graded, etc.

Experts:Experts: 16 invited, 14 accepted!: 16 invited, 14 accepted!:

Lee Siebert, Global Volcanism Network, Smithsonian Institution

Dave Clague, Monterrey Bay Aquarium Research Inst

Paul Seagull, Geophysics, Stanford University

Hugh Tuffen, Environmenntal Science Dept, Lancaster Univ, UK

Eliza Calder, Geology, University at Buffalo

Corey Froese, Alberta Geological Survey

Benjamin van Wick de Vries, OPGC Clermont-Ferrand, France

Gerardo Carrasco Núñez, UNAM Querétaro

Sylvie Vergniolle, Institut de Physique du Globe de Paris, France

Jeff Johnson, University of New Hampshire

Oleg Melnik, Institute of Applied Mechanics, Lomonosov Moscow State Univ, Russia

Falk Amelung, Marine Geology & Geophysics, University of Miami

Mike Ramsay, University of Pittsburgh

John Pallister, Cascade Volcano Observatory, USGS, Vancouver, WA

Each expertEach expert

reported onreported on

current workcurrent work

focused on anfocused on an

importantimportant

element of theelement of the

overall topic,overall topic,

using the latestusing the latest

data (which theydata (which they

had ready !).had ready !).

• Students in the class -- 60! Huge for a

graduate class

• All six EHaz campuses plus three high

profile gate crashers(Oregon, Arizona

St, UBC)

• 80% Graduate students and 20% upper

level undergraduates

Value of a larger learning groupValue of a larger learning group

Small classes are good in some ways, but for grad level classesSmall classes are good in some ways, but for grad level classeslarge numbers are rare but advantageous because they:large numbers are rare but advantageous because they:

Add diversity of experiences (field, experimental, geophysics,Add diversity of experiences (field, experimental, geophysics,geochemistry, remote sensing, etc)geochemistry, remote sensing, etc)

Add peer support for grad students at a critical time which leads toAdd peer support for grad students at a critical time which leads tofuture opportunitiesfuture opportunities

CRATER LAKE

Station #1 (CA-12)

(0569200 E; 4745242 N; alt 1810 m)

First view of the Pyroclastic flow in Crater Lake. Some variations in the colorof the deposit reflects the composition of the multiple flow units.There are significant differences in the color and composition (90%rhyodacite-10% andesite & basalts). Highly changes in the degree ofwelding is probably response of the composition of that flows and atsame a complex history of generation of flows into a single coolingunit.

Estación #1 (CA-12)

(0569200 E; 4745242 N; alt 1810 m)

Primera vista de los flujos piroclásticos en el Cráter Lake. Algunasvariaciones en el color de los depósitos son reflejo de la composiciónde múltiples unidades de flujo. Existen diferencias significativas en elcolor y composición (90% riodacita-10% andesita & basaltos). Grandescambios en el grado de soldamiento son probablemente respuesta dela composición de dichos flujos y a la vez de una compleja historia degeneración de flujos dentro de una unidad simple de enfriamiento.

Field Trips have complemented eachField Trips have complemented each

of our web-based classesof our web-based classes

Field trips last two-three weeksField trips last two-three weeks

Calderas (Yellowstone, LongCalderas (Yellowstone, Long

Valley)Valley)

Collapsing mountains (Cascades)Collapsing mountains (Cascades)

Mexican Volcanic BeltMexican Volcanic Belt

Field camping--half to all day hikes,Field camping--half to all day hikes,

outdoor educational focusoutdoor educational focus

Course Evaluations HighlightsCourse Evaluations Highlights•• >90% found the class effective>90% found the class effective

•• Students liked access to experts and the liveStudents liked access to experts and the live

discussions were especially appreciateddiscussions were especially appreciated

•• Excellent readings of current literatureExcellent readings of current literature

•• Getting to know other students--biggerGetting to know other students--bigger

cohort group generatedcohort group generated

•• Suggestions for improving TuesdaysSuggestions for improving Tuesdays

Successful with students, and we have used studentSuccessful with students, and we have used student

suggestions to change the format of the class, especially tosuggestions to change the format of the class, especially to

enhance the research discussions and sharpen questions.enhance the research discussions and sharpen questions.

Course

Evaluations

““I enjoyed the setup of the class with a general discussion betweenI enjoyed the setup of the class with a general discussion between

universities on Tuesday followed by the more specific questioninguniversities on Tuesday followed by the more specific questioning

and discussion with the speaker on Thursday. One complaintand discussion with the speaker on Thursday. One complaint

would be thewould be the powerpoint powerpoint presentations were sometimes difficult topresentations were sometimes difficult to

follow on my own. At those times I felt I wanted the Thursdayfollow on my own. At those times I felt I wanted the Thursday

speaker to give the lecture with the speaker to give the lecture with the powerpoint powerpoint so I knew what andso I knew what and

how they were thinking. I do not know how an actual lecture couldhow they were thinking. I do not know how an actual lecture could

be incorporated into this class, or if it needs to be. Perhaps if thebe incorporated into this class, or if it needs to be. Perhaps if the

speakers were aware of this problem and were encouraged to addspeakers were aware of this problem and were encouraged to add

notes (as some did) or to think of this while putting the presentationnotes (as some did) or to think of this while putting the presentation

together some confusion could be avoided. In addition I really liketogether some confusion could be avoided. In addition I really like

how this class brings thehow this class brings the volcanological volcanological community together incommunity together in

addressing some of the important topics, techniques andaddressing some of the important topics, techniques and

instrumentation in current and future research.instrumentation in current and future research.””

ThisThis

SpringSpring

•• Jan-April: AdvancedJan-April: Advanced Volcanology Volcanology Class:Class:Convergent Plate Boundary VolcanismConvergent Plate Boundary Volcanism

•• May: Field Trip to Mexican Volcanic Belt--May: Field Trip to Mexican Volcanic Belt--Tepic Tepic to to OrizabaOrizaba

•• We expect >100 graduate students to takeWe expect >100 graduate students to takethe class from all over the worldthe class from all over the world

•• We will use the We will use the ““expert of the weekexpert of the week”” approach approach

EHazEHaz in the pressin the press

2006 AGU Meeting Poster

Earth Hazards

Consortium: a unique

approach to student-

centered learning

Crystal P. Mann4,

Hugo Delgado Granados3,

Adam Durant2,

Rüdiger Escobar Wolf2,

Guillaume Girard4,

Ignacio Hernandez Javier3,

Mara Cisneros1,

William Rose2,

Sergio Salinas Sánchez3,

John Stix4Virtual Course promotes student-directed learning

Newsletter, Summer 2007

Plans for sustaining multi-university courses

Experts are generous about giving one session (because of novelty?)Experts are generous about giving one session (because of novelty?)

We have high profile gate crashersWe have high profile gate crashers

Tuition collection is separate from the source of instructionTuition collection is separate from the source of instruction

What about courses which demand many lecture sessions from an expert?What about courses which demand many lecture sessions from an expert?

We have asked NSF to help us in one case.We have asked NSF to help us in one case.

NSF help?NSF help?•• New graduate class for all theNew graduate class for all the

worldworld’’s graduate students ins graduate students involcanologyvolcanology, plus volcano, plus volcanoobservatoriesobservatories

•• Volcano SeismologyVolcano Seismology Spring Spring20082008

•• Two professors plus 6 moreTwo professors plus 6 moreexpertsexperts

•• Different funding model to pay forDifferent funding model to pay forthe substantial time investment ofthe substantial time investment oftwo professors --NSF helptwo professors --NSF help

•• Lab sessions using real dataLab sessions using real data

•• Addresses need for researchAddresses need for researchanalysis of seismic data which hasanalysis of seismic data which hasbecome ubiquitous but which isbecome ubiquitous but which isinnaccessible innaccessible to mostto mostvolcanologistsvolcanologists

•• Is paired with a field course inIs paired with a field course inEcuadorEcuador

McGill

EHaz EHaz online:online: www.geo.mtu.edu/EHaz/www.geo.mtu.edu/EHaz/Eliza Calder Eliza Calder ecalderecalder@buffalo.@buffalo.eduedu Dante Moran Dante Moran dantez@servidor.unam.mxdantez@servidor.unam.mx

Bill Rose Bill Rose ramanraman@@mtumtu..eduedu John John Stix Stix stix@eps.mcgill.castix@eps.mcgill.ca

EHazEHaz iis sponsored by thes sponsored by the

PROGRAM FOR NORTH AMERICAN MOBILITY IN HIGHER EDUCATIONPROGRAM FOR NORTH AMERICAN MOBILITY IN HIGHER EDUCATION

Fund for the Improvement of Postsecondary EducationFund for the Improvement of Postsecondary Education (FIPSE) (FIPSE) USA USA

Human Resources Development Canada Human Resources Development Canada (HRDC)(HRDC) Canada Canada

SecretarSecretaríía a de de EducaciEducacióón Publica n Publica (SEP)(SEP) MexicoMexico

Thank you for listening!Thank you for listening!

Gracias Gracias por su atencipor su atencióónn!!