GeoLog

Education

Communicate your Science Video Competition finalists 2017: time to get voting!

Communicate your Science Video Competition finalists 2017: time to get voting!

For the fourth year in a row we’re running the EGU Communicate Your Science Video Competition – the aim being for early career scientists to communicate their research in a short, sweet and public-friendly video. Our judges have now selected 4 fantastic finalists from the excellent entries we received this year and it’s time to find the best geoscience communication clip!

The shortlisted videos will be open to a public vote from now until midnight on 27 April; – just ‘like’ the video on YouTube to give it your seal of approval. The video with the most likes when voting closes will be awarded a free registration to the EGU General Assembly 2018.

The finalists are shown below, but you can also catch them in this finalist playlist and even take a seat in GeoCinema – the home of geoscience films at the General Assembly – to see the shortlist and select your favourite.

Please note that only positive votes will be taken into account.

What sounds are in space by Martin Archer. Like this video to vote for it.

Soil moisture and GNSS Explained by Tzvetan Simeonov. Is this your favourite video? Like to vote for it.

Lost rivers by Elisha Teo. If this is your favourite then vote for it here!

A tale of water kidneys and flying doctors by Valentin Heimhuber. Like this video to vote for it!

If watching these videos has inspired you to try your hand at using videos to communicate your research to the public, but you aren’t sure where to start & how to finance the whole enterprise, then why not come along to the finding funding for your science film short course during the 2017 General Assembly? Professional outreach and science filmmakers Dan Brinkhuis (Science Media.nl) and Saskia Medler (77th Parallel Productions) will take you through three different outreach video projects and funding scenarios of varying qualities and their associated costs. They will also give insights on whether the investments paid off by assessing the success of each film in terms of how many views, likes, or even awards they garnered, or how much publicity they generated. Join us in the GeoCinema room (0.90, Yellow Level) on Wednesday the 26th April from 10:30am (CET) onward.

The EGU General Assembly is taking place in Vienna, Austria from 23 to 28 April. Check out the full session programme on the General Assembly website.

GeoEd: Do as I say… AND as I do

GeoEd: Do as I say… AND as I do

Bridging the gap between student and teacher is not always easy. For students, the educator might seem ‘untouchable’ and inaccessible. A sense exacerbated when assignments are set and they turn out to be new, complex and unfamiliar. In this new installment of our GeoEd column, regular guest blogger Rhian Meara of Swansea University, discusses a simple approach to overcome some of these barriers, which can yield surprisingly positive results.

As teachers, lecturers and professors, it’s easy to forget quite how scary it is to be an undergraduate student. Everything is new – lectures, seminars, practical classes, buildings, cities, and friends. Workloads are increasing and expectations are much higher than at school. We can also be guilty of setting and marking coursework based on our present professional standards including expectations that students will automatically understand what is expected of them. The fallout of this is that students can get overwhelmed, scared to ask questions and plough on despite not understanding what is required of them.

During the last few years, I have taught on a second year module which includes a literature review as part of the continuous assessment. Students attend lectures, workshops and tutorials to learn what a literature review is and how to write their own reviews. However, despite the extensive preparation, there is a communication barrier and a task as simple as a literature review (to the staff) is a monumental and incomprehensible task (for the undergraduates). The students have a tendency to get incredibly hung up on the fact that a literature review is “not an essay” rather than understanding what it actually is and how to complete one.

To counteract this, I have started running an extra tutorial session for my students. In this session, I provide the students with copies my own undergraduate literature review that I completed as part of my undergraduate geology degree at the University of Leicester. The review focusses onto emplacement mechanisms for flood lavas both on Earth and across the Solar System, and was completed during the third year of my degree. In the review, I introduce four models that explain how flood lavas are erupted and transported, critique each model and reach a conclusion as to which model, if any, is most accurate. The majority of the students in the group are physical or human geographers and not avid hard-rock igneous petrologists like I was back in the day, so initially the students are quite intimidated by the subject!

As a group, we then read and discuss the literature review to identify the essential components. These include, but are not limited to, a brief but thorough introduction to the subject, headings and sub-headings, relevant images and maps, appropriate use of references and citations, thorough explanations of the subject material, critical evaluations and conclusions.

Immediate comments from the students included bewilderment at how “professionally written” the work was which led to a useful discussion about academic writing, editing and the appropriate use of jargon. The students also felt that despite their initial intimidation of the subject area, that the review gave them a thorough introduction and explanation of the subject and its associated literature – one of the key aims of a literature review.

At the end of the discussion I asked the students to grade the literature review. As a group the students agreed that the work was a very high quality and merited a 1st class mark (˃70%*). In reality the work had been awarded a 2:1 mark (c. 64%*); however as the work was submitted for a 3rd year module the mark can be translated to a 1st class mark at the 2nd year level. The students were able to see therefore what sort of level they should be aiming at with their own work.

When the students submitted their own literature reviews, I was pleased to see that most of the elements that we discussed had been included into their work. Subjects were clearly introduced and explained, relevant images were used to highlight arguments, ideas were critically discussed and logical conclusions were reached.

Feedback from the students noted that the experience of seeing my own work was incredibly useful as it allowed them to see clear examples of similar work. The students now understand what expectations I have for them in the 2nd year of their undergraduate degree based on my own experiences (do as I say, and as I do!). The tutorial also allowed the students to better understand the process of researching and academic writing.

Getting to see and read through a staff member’s work was very informative. It helped me to understand the level at which to pitch my own work and how the use of appropriate figures, even within essays, could improve the overall quality of the piece. I also found that it broke a perceived wall between the complicated published articles and undergraduate work as it showed how the skills I’m learning now can help with more advance writing in the future.”  (Ben, 3rd year student)

Getting an example of a literature review from my tutor was not only useful as a tool, but felt more personal. Allowing me to ask questions I wouldn’t have, if we didn’t have her work as an example.’  (Tom, 2nd year student)

It was a great help to see a good example of a literature review because I had no idea how to even start! I liked the fact that I could refer back to the example for guidance during the process of writing my own literature review, and I believe that I would have had much worse marks without the possibility of seeing an example beforehand.” (Ffion, 2nd year student)

I ran this tutorial last year for the first time and was pleased with the results. This academic year, the original students who are now in their 3rd year have asked to continue the practice as they write their independent research dissertations. During individual and group tutorials I have shown the students my undergraduate research project on the geochemistry of the Siberian Traps lavas and my PhD thesis on tephrochronology in Iceland. Again, feedback from the students has been positive as they appreciate seeing and comparing with their supervisor’s undergraduate work.

The only negative element of this experience was needing to ensure that students did not re-use the same topics for their own projects as this would be considered as plagiarism. However as previously noted, the academic background of the students somewhat precluded this.

Finally, a piece of advice: if you want to share your work with your students, make sure you develop a thick skin! Once the students get going they are surprisingly harsh during the marking and critiquing element of the tutorial!

By Rhian Meara, Physical Geography and Geology Lecturer at Swansea University

* In UK marking schemes, anything given 70% is considered to be of excellent quality.

GeoEd, is a series dedicated to education in the geosciences. If you’d like to share your teaching and educational experiences, anything from formal classroom teaching, through to outreach project ideas, please do get in touch. We always welcome guest contributions to the blog. To pitch an idea for a post, please contact Laura Roberts Artal (the EGU Communication Officer and GeoLog editor) at networking@egu.eu or take a look at our submission page.

Imaggeo on Mondays: littoral rainforests

Littoral rainforests

Seagull lunch. Credit: Alicia Morugán (distributed via imaggeo.egu.eu).

Making room for growing populations, and the resources they demand, comes at the cost of precious natural environments. Rainforests, globally, are under threat from farming, logging and ever expanding cities. It is reported that if current rates of exploitation continue, the world’s rainforests could be lost within the next century.

Like almost anything else, rainforests come in all shapes and sizes. Typically, rainforests are depicted as lush, jungle-like concentrations of tall trees characterised by heavy rainfalls. But, perhaps unexpectedly, stretches of the coastline in eastern Australian are also peppered by rainforest. Because of their proximity to the ocean, these closed-canopy forests – where  approximately 70% of the sky obscured by tree leaves and limbs – are known as littoral rainforests.

Much like their equatorial cousins, Australian littoral rainforests are under threat. Large swathes of forest have been destroyed for/by agriculture, animal browsing/grazing, fire, mining or housing. Invasive species and weeds pose a particular danger to the forests too.

Today’s featured image was taken from “The Brunswick Heads Nature Reserve, a protected nature reserve located in the Northern Rivers region of New South Wales, Australia. The 221-hectare (550-acre) reserve is situated near Brunswick Heads and contains an intact segment of littoral rainforest,” writes Alicia Morugán, author of the photograph.

The reserve is home to many critically endangered rainforest plants that are either at the southern limit of their distribution or not found in many other places in New South Wales, as well as many threatened animal species. Current conservation efforts center around monitoring to identify key threats to the precious ecosystems, as well as protecting known sites.

 

If you pre-register for the 2017 General Assembly (Vienna, 22 – 28 April), you can take part in our annual photo competition! From 1 February up until 1 March, every participant pre-registered for the General Assembly can submit up three original photos and one moving image related to the Earth, planetary, and space sciences in competition for free registration to next year’s General Assembly!  These can include fantastic field photos, a stunning shot of your favourite thin section, what you’ve captured out on holiday or under the electron microscope – if it’s geoscientific, it fits the bill. Find out more about how to take part at http://imaggeo.egu.eu/photo-contest/information/.

 

AGU Fall Meeting 2016: Come meet the EGU!

AGU Fall Meeting 2016: Come meet the EGU!

Are you attending the AGU Fall Meeting in San Francisco next week (12th-16th December?) If so come and visit the EGU booth! You’ll find us in the Exhibition Hall in Booth 1231, just opposite the Recharge Lounge (top right of the exhibition hall). You can find us on the map of the exhibition hall online.

In attendance will be the EGU’s Executive Secretary (Philippe) and the Communications Officer (Laura).  Stop by and speak to them about becoming a member of the Union, the upcoming General Assembly in Vienna and all our other initiatives.  Right next door to us, in booth number 1229, you’ll find our publishers and conference organisers, Copernicus.org. They’ll be able to answer your questions about publishing in our open access journals and much more!

As well as being at the booth, Laura will be taking part in a number of sessions during the Fall Meeting. If you are interested in learning more about how to use social media as an academic, or have questions about how to divulge the work of your research group or institute using social media platforms, come along to the  Communicating Your Science: Ask the Experts round-table discussion. From 10:30am to 12:30pm on Wednesday, Laura will be taking questions on all things social media.

If blogging if more your thing, then the Blogging and Social Media Forums on Wednesday afternoon (101: 2:00 to 3:00 pm / 202: 3:00 to 4:00 pm) are for you. In the first part of the forum Laura will be talking about the nuts & bolts of blogging (particularly with WordPress). From 3pm onwards a panel of bloggers, including Laura, will discuss the future trends in science blogging & social media.

Don’t forget that many of the EGU Division presidents, officers and early career scientists (ECS) representatives will be in attendance at the Fall Meeting; feel free to reach out to them to discuss Division specific initiatives. Laura is also the ECS point of contact at the EGU Office, so drop by the booth if you have questions about ECS activates at EGU.

We look forward to seeing you in San Francisco next week!

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