Elisa Bergslien - Personal Statement
Teaching –
Since arriving at Buffalo State, I have continued to grow and evolve as a teacher. My primary goal in the classroom is not to tell the students what to think,
but to give them the tools they need in order evaluate an issue and to come to their own conclusions. None of my classes are based solely on memorization
and regurgitation of “the facts.” Instead, I endeavor show students how to internalize information in order to use it to draw conclusions, evaluate ideas and
develop new questions. Thus, all of my classes are constantly evolving to incorporate new material, address current events and respond to student interests.
In large, mostly non-majors classes, I try to enthusiastically demonstrate to students the relevance of geology and environmental sciences directly to their
lives by telling stories, providing examples from the current media, and giving them take home exercises that can often surprise them. For example in some
recent classes, we discussed Hurricane Katrina and the levees, the resumed activity of Mt. St. Helens, and the implications of revised EPA standards for arsenic
in groundwater. I also discuss my research, and any projects in which the upper-level classes are engaged, to provide them a window on what it means to “do”
science. My teaching evaluations for this level of class are generally at or higher than the department average, with comments such as “I learned a lot,” “this
class was fun” and “I learned how deep science can be” (see Teaching section page 19 and Appendix B). The major complaints are that I cover too much material
and that I make them work too hard, which in general are comments that I take as a compliment demonstrating that the students take the course seriously. I have a
significant quantity of material on-line, including outlines of the course material and links to relevant resources (see Appendix A). This year I migrated my Introductory
Geology course to the Angel on-line course management system to see if it improves student performance in my large enrollment classes. I also attempt to arrange
tutoring for students looking for additional help outside of the classroom.
In majors courses, I work to create interactive learning environments where the students do as much hands-on work as possible. I am especially proud of the
Environmental Field Methods and Forensic Geoscience courses that I have developed. For the Environmental Field Methods course, I have written a number of
supplemental hand-outs, as there really is no standard text available that covers all of the topics presented. I have also developed several hands-on laboratory and
field exercises for the course. The Forensic Geoscience course is new and was developed from scratch with help from colleagues at other institutions offering similar
courses. In each of these courses, the students tackle increasingly complex tasks in identification, assessment and analysis, adding new analytical tools or techniques
each week. In my upper-level environmental courses, the students are involved as much as possible in some aspect of my current research. They learn to collect
samples, evaluate analytical results, read reports and make presentations.
In all of my classes, I try to mix teaching strategies in order to reach as many students as possible. I use PowerPoint presentations, video clips, and various websites
during the course of lectures, and incorporate assorted on-line exercises into virtually all of my classes, from the introductory level on through the graduate courses.
Well-designed on-line exercises, open access laboratory materials and self-guided “field trips” are an invaluable resource for introductory level courses where it is not
possible to take all one hundred and fifty students into the field (see http://facstaff.buffalostate.edu/bergslet/GES102.html an for example). More advanced students are
taught on-line research skills and how to differentiate valid information from the sea of un-reviewed nonsense available on the web.
According to my Memorandum of Understanding:
• Dr. Bergslien will be expected to teach courses in the Earth Sciences curriculum for which she has the appropriate expertise. These will include courses for non-majors (e.g. GES 101 – Introductory Geology and GES 102 – Historical Geology), and courses for majors (e.g. GES 350 – Environmental Geochemistry and GES 452 – Hydrogeology).• To assist science education students in the department, Dr. Bergslien will offer summer courses when possible (specifically GES 102 - Historical Geology/GES 502 - Restless Earth), with departmental understanding that such course offerings will affect her research time during the summer. • To demonstrate teaching effectiveness Dr. Bergslien will; o Schedule time for student evaluations in each of her courses and will utilize the summary report in her renewal application.
o Revise existing courses and/or develop new courses as appropriate;
o Demonstrate use of current technologies (such as web pages, internet and software) in the courses she teaches;
o Involve students in her research (such as independent studies, field trips/courses);
o Serve as an advisor/reader for student projects;
o Request faculty colleagues to periodically visit her classes and provide feedback regarding her teaching effectiveness.
As demonstrated by the contents of my portfolio, I have fulfilled each of these objectives. I have taught multiple sections of each of the courses listed, have scheduled
time for student evaluations (see Teaching section page 19 and Appendix B), have revised courses and created new courses (listed below), have involved students
in research and served as an advisor on student projects (see Teaching section page 23), and have invited colleagues into my classrooms (see Dr. DeMarcos’s Letter.)
Courses Taught at Buffalo State College
GES 101 Introductory Geology (taught 13 times),
GES 102 Historical Geology (taught 4 times, 3 in the summer)
(cross-listed as GES 502 Restless Earth for graduate students),
GES 350 Environmental Geochemistry (taught 3 times)
(cross-listed as GES 521 Principles of Environmental Geochemistry for graduate students),
GES 360 Forensic Geoscience (taught 3 times)
(cross-listed as GES 513 Applied Forensic Geoscience for graduate students),
GES 452 Hydrogeology (taught 5 times)
(cross-listed as GES 525 – Principles of Hydrogeology for graduate students)
GES 460 Environmental Field Methods and Analysis (taught 5 times)
(cross-listed as GES 529 – Geo-Environmental Field Methods for graduate students)
Continuing Growth in Teaching
• Attended Geological Society of America workshop on Designing Effective Geoscience Education Research: Qualitative and Quantitative Methods, October 16, 2005.
• Participant in the Geological Society of America workshop on Teaching Introductory Geology with Art: Sharing Effective Materials and Activities, October 15, 2005.
• Attended National Science Foundation sponsored Forensic Chemistry workshop June, 2005 in Williamstown, MA.
• Attended National Science Foundation sponsored Chemistry of Art workshop June 6 – 11, 2004 in Millersville, PA.
• Was filmed teaching two classes at Instructional Resources for presentation via DVD while I was out of town at a conference instead of canceling class.
• New Course Proposals –
GES 360 – Forensic Geoscience
GES 513 – Applied Forensic Geoscience
GES 521 – Principles of Environmental Geochemistry
GES 525 – Principles of Hydrogeology
GES 529 – Geo-Environmental Field Methods
• Course Revisions –
GES 223 – Environmental Earth Science
GES 224 – Geologic Hazards
GES 460 – Environmental Field Methods and Analysis
Mastery in Teaching
• GES 360 Forensic Geoscience is now a recommended elective for both the Forensic Chemistry Bachelors of Science program and the Anthropology Minor.
• I am routinely consulted by colleagues from other institutions for materials and information for the development of Forensic Science courses or class projects.
• I am a contributor and reviewer for an ongoing Geological Society of America’s Education and Outreach project to develop a low cost Forensic Geology CD for teachers.
• I was invited to give guest lectures for colleagues in the following courses:
- CHE 403 Instrumental Analysis (2 sections) for Alex Nazarenko
- CNS 610 Conservation Science: Properties and Behavior of Materials: Methods of Analysis I for Aaron Shugar
- CNS 612 Conservation Science: Properties and Behavior of Materials: Methods of Analysis II for Aaron Shugar
- CNS 616 Conservation Science: Properties and Behavior of Materials: Methods of Analysis IV for Aaron Shugar
- PHY 518 Waves and Optics for Michael DeMarco
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