Difference between revisions of "Student Presentation Development"
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| − | + | KML file of student institutions and field sites: [[Media:ISSMS.kmz.zip]] | |
==Roundtable 1: Study regions== | ==Roundtable 1: Study regions== | ||
| − | * Antarctica. 6 students: [[User:Hoffman|Matt]], [[User:Adamc,|Adam]], [[User:mankoff|Ken Mankoff]]... | + | *Antarctica. 6 students: [[User:Hoffman|Matt]], [[User:Adamc,|Adam]], [[User:mankoff|Ken Mankoff]], [[User:Fseifert|Fiona Seifert]]... |
* Greenland. 6 students: [[User:Kpoinar|Kristin]], [[User:meierbtw|Toby]]... | * Greenland. 6 students: [[User:Kpoinar|Kristin]], [[User:meierbtw|Toby]]... | ||
| − | * Mountain glaciers. 4 students: [[User:Suren|Surendra]] | + | * Mountain glaciers. 4 students: [[User:Suren|Surendra]], [[User:Mauro|Mauro]], [[User:Eeburke1|Erin]],[[User:Wangyuan|yuanxiang]].. |
| − | * Other/Global. 2 students: [[User:flocolleoni|Flo]] ... | + | * Other/Global. 2 students: [[User:flocolleoni|Flo]], [[User:Jeremyfyke|Jeremy]] |
| + | |||
| + | '''Greenland''' | ||
| + | * We need better communication between modellers & data-collectors, with feedback. | ||
| + | |||
| + | '''Antarctica''' | ||
| + | * Basal processes are the hot ticket. | ||
| + | |||
| + | '''Mountain glaciers''' | ||
| + | * We Heart Valley Glaciers | ||
| + | * Simple models are all you need....... for a valley glacier | ||
| + | |||
| + | '''Other/Global''' | ||
| + | * Is it just sea level change that's of interest to glaciologists? | ||
| + | * Are rapid changes large changes? | ||
| + | * Surprise: surges | ||
| + | |||
| + | |||
Possible discussion questions: | Possible discussion questions: | ||
* What questions are the climate change community pressuring us to answer? | * What questions are the climate change community pressuring us to answer? | ||
| Line 11: | Line 28: | ||
* How important is field data to your research? If you could collect any field data/observations to progress your work, what would it/they be? | * How important is field data to your research? If you could collect any field data/observations to progress your work, what would it/they be? | ||
* What is the holy grail of our subfield? | * What is the holy grail of our subfield? | ||
| − | * | + | * What areas should we avoid trying to answer at this time due to complexity? |
... | ... | ||
==Roundtable 2: Background== | ==Roundtable 2: Background== | ||
| − | * Geology. 5 students: [[User:meierbtw,|Toby]], [[User:flocolleoni,|Flo]] | + | * Geology. 5 students: [[User:meierbtw,|Toby]], [[User:flocolleoni,|Flo]],[[User:Jeremyfyke,|Jeremy]].. |
| − | * Physics. 5 students: [[User:Adamc,|Adam]], [[User:Kpoinar|Kristin]]... | + | * Physics. 5 students: [[User:Adamc,|Adam]], [[User:Kpoinar|Kristin]], [[User:Mauro|Mauro]],[[User:Wangyuan|yuanxiang]]... |
| − | * Math(s). 4 students: | + | * Math(s). 4 students: [[User:Fseifert|Fiona Seifert]], [[User:Eeburke1|Erin]] |
* Engineering/CS/Other. 4 students: [[User:Hoffman|Matt]], [[User:mankoff|Ken Mankoff]], [[User:Suren|Surendra]]... | * Engineering/CS/Other. 4 students: [[User:Hoffman|Matt]], [[User:mankoff|Ken Mankoff]], [[User:Suren|Surendra]]... | ||
| + | |||
| + | '''Geology''' | ||
| + | * There exist opportunities to work in the private sector | ||
| + | * Taking classes, reading papers outside the discipline (e.g. math(s), physics) | ||
| + | * Flexibility! | ||
| + | |||
| + | '''Engineering/CS/Other''' | ||
| + | * Interesting research is at the boundary of disciplines, but the hiring is at the core... one's career is a balance game (NICE) | ||
| + | * Building personal relationships | ||
| + | * Predisposed to become pigeonholed as Endnote teachers / website writers | ||
| + | |||
| + | '''Physics''' | ||
| + | * Best background to have for glaciology, we have no regrets. | ||
| + | * Glaciology is presently a tiny field compared to its importance / focus on by IPCC | ||
| + | * Planetary ice is a new frontier that might blow up | ||
| + | * Building personal relationships with which to muddle through funding | ||
| + | * Career moves: at each transition, choose a new problem, institution, and even country. | ||
| + | |||
| + | '''Math(s)''' | ||
| + | * Math is great, but often weak in converting glacial processes into equations. | ||
| + | * We may have a disconnect between equations & physical space | ||
| + | * Dealing with the naysayers: fearmongering vs. reassurance | ||
| + | |||
| + | |||
| + | |||
| + | |||
Possible discussion questions: | Possible discussion questions: | ||
* | * | ||
* Given your background in XX, what have you done/would you do outside of your area of expertise to make yourself a better cryosphere scientist? | * Given your background in XX, what have you done/would you do outside of your area of expertise to make yourself a better cryosphere scientist? | ||
* Why have we come to glaciology, over the other careers / topics available to people with our background? | * Why have we come to glaciology, over the other careers / topics available to people with our background? | ||
| − | * Glaciology is 'hot' now... how hot will it stay? What are possible exit ramps once it cools down? Will data gaps between the current and next generation of satellite sensors affect what work can be done? | + | * Glaciology is 'hot' now... how hot will it stay? What are possible exit ramps once it cools down? |
| + | * Will data gaps between the current and next generation of satellite sensors affect what work can be done? | ||
* What should we do immediately post-PhD? travel, stay at home institution, ship off to postdoc abroad, ... | * What should we do immediately post-PhD? travel, stay at home institution, ship off to postdoc abroad, ... | ||
* How can I continue to deal with people who say, "Oh, you study glaciers, huh? Better hurry up, hohnk hohnk" | * How can I continue to deal with people who say, "Oh, you study glaciers, huh? Better hurry up, hohnk hohnk" | ||
| + | * Are there areas of cryosphere study that are better studied with strong math tools? | ||
... | ... | ||
| + | |||
| + | ==Feedback on the exercise== | ||
| + | |||
| + | * Interaction led to more learning than 1-by-1 speaking to the classroom | ||
| + | * Making connections is important to doing work | ||
| + | * "Yes" - Jesse | ||
| + | * "Great" - Christina | ||
| + | * "You're a jerk(?)" - Olga | ||
| + | * Future workshop: turn into one afternoon session, more time to delve into issues | ||
| + | * Icebreakers (Jesse's blocks/dinosaurs) in groups organized by background might be interesting and telling | ||
| + | * Group randomization / integration: learn outside your discipline. Add a third "grab bag" session for this. | ||
| + | * One-on-one interaction | ||
| + | * This exercise could have used more detailed instructions, facilitation within discussion groups | ||
| + | |||
==Other Ways to Sort Ourselves== | ==Other Ways to Sort Ourselves== | ||
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[[Image:photo4.jpg]] | [[Image:photo4.jpg]] | ||
[[Image:photo5.jpg]] | [[Image:photo5.jpg]] | ||
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| − | |||
Latest revision as of 23:57, 10 August 2009
KML file of student institutions and field sites: Media:ISSMS.kmz.zip
Contents |
Roundtable 1: Study regions
- Antarctica. 6 students: Matt, Adam, Ken Mankoff, Fiona Seifert...
- Greenland. 6 students: Kristin, Toby...
- Mountain glaciers. 4 students: Surendra, Mauro, Erin,yuanxiang..
- Other/Global. 2 students: Flo, Jeremy
Greenland
- We need better communication between modellers & data-collectors, with feedback.
Antarctica
- Basal processes are the hot ticket.
Mountain glaciers
- We Heart Valley Glaciers
- Simple models are all you need....... for a valley glacier
Other/Global
- Is it just sea level change that's of interest to glaciologists?
- Are rapid changes large changes?
- Surprise: surges
Possible discussion questions:
- What questions are the climate change community pressuring us to answer?
- What do we know now that would have been a big surprise 10 years ago?
- How important is field data to your research? If you could collect any field data/observations to progress your work, what would it/they be?
- What is the holy grail of our subfield?
- What areas should we avoid trying to answer at this time due to complexity?
...
Roundtable 2: Background
- Geology. 5 students: Toby, Flo,Jeremy..
- Physics. 5 students: Adam, Kristin, Mauro,yuanxiang...
- Math(s). 4 students: Fiona Seifert, Erin
- Engineering/CS/Other. 4 students: Matt, Ken Mankoff, Surendra...
Geology
- There exist opportunities to work in the private sector
- Taking classes, reading papers outside the discipline (e.g. math(s), physics)
- Flexibility!
Engineering/CS/Other
- Interesting research is at the boundary of disciplines, but the hiring is at the core... one's career is a balance game (NICE)
- Building personal relationships
- Predisposed to become pigeonholed as Endnote teachers / website writers
Physics
- Best background to have for glaciology, we have no regrets.
- Glaciology is presently a tiny field compared to its importance / focus on by IPCC
- Planetary ice is a new frontier that might blow up
- Building personal relationships with which to muddle through funding
- Career moves: at each transition, choose a new problem, institution, and even country.
Math(s)
- Math is great, but often weak in converting glacial processes into equations.
- We may have a disconnect between equations & physical space
- Dealing with the naysayers: fearmongering vs. reassurance
Possible discussion questions:
- Given your background in XX, what have you done/would you do outside of your area of expertise to make yourself a better cryosphere scientist?
- Why have we come to glaciology, over the other careers / topics available to people with our background?
- Glaciology is 'hot' now... how hot will it stay? What are possible exit ramps once it cools down?
- Will data gaps between the current and next generation of satellite sensors affect what work can be done?
- What should we do immediately post-PhD? travel, stay at home institution, ship off to postdoc abroad, ...
- How can I continue to deal with people who say, "Oh, you study glaciers, huh? Better hurry up, hohnk hohnk"
- Are there areas of cryosphere study that are better studied with strong math tools?
...
Feedback on the exercise
- Interaction led to more learning than 1-by-1 speaking to the classroom
- Making connections is important to doing work
- "Yes" - Jesse
- "Great" - Christina
- "You're a jerk(?)" - Olga
- Future workshop: turn into one afternoon session, more time to delve into issues
- Icebreakers (Jesse's blocks/dinosaurs) in groups organized by background might be interesting and telling
- Group randomization / integration: learn outside your discipline. Add a third "grab bag" session for this.
- One-on-one interaction
- This exercise could have used more detailed instructions, facilitation within discussion groups
Other Ways to Sort Ourselves
