Mentorship Workshop

Day 1

DIG CAMP 2023

Welcome! Find a buddy, grab the purple interview sheet from your folder & pen, and interview one another!

Name

What is your dream job?

Using 1 word, name something that has motivated you on your college journey

What new, or additional, skill do you think you need now to progress further?

If you could have any superhuman power, what would it be?

Pre Survey Link

https://tinyurl.com/DIGCampMentorPre

DIG CAMP

Individual

Peers

Mentors

Summer Program

Follow up days

School

Let’s Get Ready

June 25th 2023

February, 2024

DIG CAMP

The project goals are to: increase your interest and understanding of geosciences

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Getting to know each other and team building

Our mentors sharing their stories and leading their teams

Exploring and engaging in Field Research

Using data to investigate problems and shine a light on solutions

Using data to investigate problems and shine a light on solutions

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Visiting industries invested in addressing climate change

Visiting science institutions

Hearing from scientists and thinking about how science works

Campus life

Mentor-designed campus tour

Fun experiences

Mentorship Workshop Day 2

DIG CAMP 2023

Revisiting Group Agreements

Active Learning

Think | Pair | Share

What do you think the term “Active Learning” means? How is it different than “Passive Learning”?

Active vs. Passive Learning

ACTIVE

• Solving problems
• Synthesizing or Brainstorming
• Working together to create a presentation
• Asking questions

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PASSIVE

• Reading
• Listening to lecture
• Transcribing notes
• Watching a Video
• Listening to Podcasts

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“The process of having students ENGAGE in some activity that forces them to REFLECT upon ideas and how they are using those ideas. Requiring students to regularly ASSESS their own degree of understanding and skill at handling concepts or problems in a particular discipline. The attainment of knowledge by PARTICIPATING or CONTRIBUTING. The process of keeping students mentally, and often physically, active in their learning through activities that involve them in gathering information, thinking, and PROBLEM SOLVING.”

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What is ACTIVE learning?

• Michael, 2006

Decreased Fail Rates following Active Learning Transformations

Scott Freeman et al. PNAS 2014;111:8410-8415

Active Learning Continuum

Think | Pair | Share

What are some of the challenges and opportunities associated with working in a group?

CIMER Group Behaviors

Think | Pair | Share

What do you believe is important when facilitating group learning of others?

Facilitation Guide & Resources

Engaging with Data and Data Literacy

Why do you think it is important for science learners to work with data, regardless of whether or not they will become scientists?

Data Literacy…

is defined as the ability to ask and answer meaningful questions by collecting, analyzing and making sense of data encountered in our everyday lives.

(Thinking with Data, 2013)

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How does someone’s data literacy impact their ability to be successful in college courses and STEM careers?

Goal and Objectives

DIG CAMP Data Literacy Objectives

• Help students understand what is causing the problem or impact.
• Give students the power to teach others about the problem.
• Help students think about how they might become part of a solution.

Session goal:

Identify strategies and use frameworks to help us engage with data in a meaningful way

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Local Data and Local Knowledge

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How is the value of learning with data changed when we engage with personally relevant data, e.g., local data?

Nonsense Data Activity

What is it like for learners to work with a data visualization that may be new and overwhelming?

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Nonsense Data Activity Instructions

• 3 pairs - each working with unique data set
• First complete Handout A, then complete Handout B
• During activity:
• note what skills you used to answer the questions;
• think about what you paid attention to;
• reflect on how you arrived at your answers; and
• think about what you could and could NOT answer.

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Datasets and visualizations used in the nonsense data activity

Group 1 (tabular data)

Group 2 (line graph)

Group 3 (contour plot)

Nonsense Activity Debrief

1. Were you able to answer the questions on Handout A?
2. What about the questions on Handout B?
3. Were the questions difficult or easy?
4. What skills did you use to answer the questions?
5. How did you report this information?
6. What skills or information would you need to be able to answer any unanswered questions?

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Turn and Talk: Activity Implications

• What aspects of this activity did you find surprising?

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• What implications could this activity have on how you help others with data?

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Data Engagement Framework:

Levels of Engagement with Data Visualizations

Data visualization: any visual form of looking at data–such as table, graph, figure, chart, image, map, etc.

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…once you have the data in a data table and/or figure OR you have the model output, then you need to engage with it in some way…

Orientation - where to start looking

Interpretation - how to make sense of

what we see

Synthesis - how to relate it to other

concepts

Data Engagement Framework

Claim

Exemplary Practices in Marine Science Education: A Resource for Practitioners and Researchers Géraldine Fauville, Diana L. Payne, Meghan E. Marrero, Annika Lantz-Andersson, Fiona Crouch. Springer International Publishing, Jul 17, 2018

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Orientation - What is there on the page?

Hotaling et al. (2019)

Interpretation - What does the data show?

Hotaling et al. (2019)

Synthesis - What does the data pattern allow me to explain about what is not on the page?

Hotaling et al. (2019)

Need all the levels of engagement

To help us know - where to start looking (orientation), - how to make sense of what we see (interpretation),and, - how to relate it to other concepts (synthesis).

What do you notice? What do you wonder?

The Keeling Curve

Seasonal and long-term patterns in atmospheric CO₂

Using the 3 levels of engagement framework

Checking in on Hawaii data

Interpret the data:

• When are the lowest concentrations each year?
• Lowest in 2020? 2021? Difference in these values?

Synthesize the data:

• What is causing the long term change in atmospheric CO₂?
• What is causing the seasonal change in atmospheric CO₂?

Visualize your predictions by creating a graph

(creating testable hypotheses)

CO2 concentration

(ppm)

midnight

midnight

noon

Draw a curve representing your prediction of how CO2 will change over the course of the day.

Examine this data

Consider how you would support students to engage with this data: what orientation, interpretation and synthesis questions would you ask?

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https://www.pmel.noaa.gov/co2/files/co2_time_series_aloha_11-16-2019_v6.jpg

How was the experience of coming up with questions for students? Which ones were hardest to come up with?

Large group discussion

What have you noticed about great facilitators?

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What are some of the challenges you are nervous about regarding facilitating?

Mentorship Brainstorm

Mentorship ( Positive vs. Problematic )

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• Transfer of ownership
• Meets mentee where they are, seeks out authentic interest
• Trust
• Approachability
• Cultivates a positive classroom climate and a safe learning and growing environment
• Professional Boundaries
• Consistent & Reliable

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• Lack of ownership or cognitive autonomy
• Talks at mentor, leaves little room for authentic interest
• Broken or missing trust
• Unapproachable
• Unsafe learning environment
• Missing or Blurry Professional Boundaries
• Inconsistent and Unpredictable

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Belonging

Some definitions of belonging

A sense of belonging is a student’s perception of physical and emotional safety, being seen, being understood, being valued, and having encouraging relationships with teachers and peers.

-Taziah Kenney 2022, Diverse Issues in Higher Education

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Being a welcome and contributing member of a community -American Institute of Physics Team up Report

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Free write

What does ‘belonging’ in STEM feel like to you? Free write about experiences.

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How might you help others develop a sense of belonging?

Mindset, Help-seeking, and Stereotype Threat

Presentation Structure- Google Slides Presentation

1. Title Slide with your names
2. Define what your topic was
3. Discuss the most important points you want others to know about your topic
4. How might this topic relate to your job as a DIG Camp mentor?

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Share access and email slides to Susy (shonig@ucsc.edu) when you’re done with them!

Mentors as Role Models & Educational Equity

Table Discussion

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In what ways are mentors role models for students? In your groups, come up with a list of 5 strategies for mentorship that you think will foster diversity, inclusion, and belonging with your students

Split into two groups at different chalkboards. Brainstorm: What skills have been the most important you’ve learned in college?

Where did you learn these skills?

Post Survey Link