Tag: Reed

  • The Courage to Be Soft (Jennifer Reed)

    The Courage to Be Soft (Jennifer Reed)

    As the semester is coming to a close (and my office building is closed and locked with no heat during finals week), I am reflecting on teaching in person again. I have only taught online since the Covid pandemic.

    Working with undergraduate students in person has given me better insight into what’s going on for young adults at this time. While they are struggling more with reading and writing overall, which we hear about often, there is another part I don’t really see written about.

    As another instructor put into words while we were discussing it, these students are generally “softer” but not in a way that is weak. Sure, there are more mental health struggles (I mean, look at the world they’ve grown up in), but this is separate and different.

    What I’ve witnessed and other instructors echoed in their recent experiences is what Brené Brown refers to as vulnerability. Vulnerability that is courageous, and proposed solutions to today’s social problems that are “both/and” rather than “either/or.”

    As a trend, they’re tired of the division. And they’re bringing their hearts, not just their minds to finding a way forward. I have come to see this as a strength. We don’t need more clever ideas. We need more people who care.

    So, the stick figure on the chalkboard was drawn by a young man right after class ended. We were having a class discussion about heavy topics, capitalism & the economy and authority & the state. Students engaged as small groups in a Power Council Meeting activity. Each group had to decide on one policy proposal to respond to an economic crisis. They did an amazing job.

    You can see the erased chalk all around the stick person. Remnants of a bunch of words I had written on the board pertaining to the lesson and students’ responses. This young man drew the stick person underneath in the middle of all that. It struck me.

    “What is he doing there?” I asked. “He’s just hanging out,” he replied. It was cold that day, so I asked if the guy in his drawing was at least warm. “No, but he’s trying to stay warm,” he said and looked down.

    We said our goodbyes. Then I started erasing the board. And I thought about the metaphor of this little person trying to just stay warm beneath all these big words and ideas. So, I erased all around him. Then snapped a picture to remember the moment.

    There was something so pure and poignant about it. That’s what I see in a lot of these young people. They understand that life doesn’t have to be this hard if you, we simply go back to the basics.

    Jennifer J. Reed, Ph.D. is an assistant lecturer of sociology at The University of Akron. She was a teen mom in Appalachian Ohio, completed her doctorate at the University of Nevada, Las Vegas, and is a gramma of 10.
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  • Author Spotlight: Q&A With Reed Wicander of Physical Geology, 1e

    Author Spotlight: Q&A With Reed Wicander of Physical Geology, 1e

    Reading Time: 4 minutes

    Tell us a little bit about yourself and your background (current title, professional milestones, professional history, education, research works, hobbies, etc.)

    I am currently an Adjunct Professor in the School of Earth and Environmental Sciences at the University of Queensland in Brisbane, Australia, where I conduct research on various aspects of Paleozoic palynology, specifically the study of acritarchs. I am also a Professor Emeritus of Geology at Central Michigan University, where I taught undergraduate classes in physical geology, historical geology, prehistoric life and invertebrate paleontology for 39 years.

    I earned my B.S. degree in geology from San Diego State University in 1969 and my Ph.D. from UCLA in 1973. I was also a Postdoctoral Fellow at UCLA in 1976.

    I have published 61 professional papers, 34 geology textbooks of six different titles, including subsequent editions and given numerous presentations at professional meetings. I am currently involved in writing the fourth edition of “Geology: Earth in Perspective.”

    I was the recipient of the Central Michigan University Outstanding Teaching Award and the President’s Award for Research and Creative Activity.

    What was your driving force behind the creation of Physical Geology: Investigating Earth, and what aspects of this first edition are you most passionate about?

    The driving force behind the creation of “Physical Geology: Investigating Earth” was to write a geology textbook in an easy-to-read style with current examples and stunning photographs, connecting students to geology in the world around them. Having taught geology to undergraduates for 39 years, I’m aware of what students find interesting in an introductory science course, especially if they’re taking it to fulfill their general education requirements. This text illustrates why geology is an exciting and ever-changing science with direct links to all of us.

    In addition to covering the various topics of geology, this text integrates the current and relevant issues of climate change and environmental concerns throughout the book in a balanced approach, while emphasizing how these issues affect all of us.

    Physical geology encompasses such a vast array of topics and locations. In what ways does your textbook offer something truly unique and differentiating to the field?

    Besides the usual coverage of topics, this text offers several features in a visually engaging and text-friendly format to help students understand the topics covered and relate them to current events:

    • Virtual Field Trips, available in Cengage’s online learning platform, MindTap, offer students immersive, interactive experiences that take them beyond the classroom to some of the most iconic geological locations in the United States. These locations include Yosemite to study igneous rocks, Capitol Reef to examine sedimentary rocks and Hawaii to compare volcanoes, just to name just a few.

      • Virtual Field Trips feature a variety of media including video, high-quality animations and images, and GigaPan photography that allows students to zoom to a location up close, often closer than if they were physically there. Here’s an example of one such image where students can view the Grand Canyon to explore geologic time up close.

    • Concept Visualizations Animations are specifically designed to help students understand geological concepts in a visual format, such as Bowen’s reaction series and the formation of unconformities, two concepts that many students find challenging to understand from text and illustrations alone.

    • High-resolution photos have been chosen to highlight the visual nature of geology, particularly recent geologic events, contributing to the currency and relevancy of the examples discussed, as well as reinforcing the global nature of geology.

    Given the ever-evolving nature of geology and the earth itself, how does your text discuss the complexities of current events and modern issues to remain relevant and impactful for students, and what are they?

    Each chapter has been written to clarify the geologic concepts and topics covered to emphasize the understanding of the underlying principles and processes of geology.

    Geology in the Spotlight is a feature found in 16 of the 18 chapters and focuses on current issues in geology as they apply globally, and with an emphasis on natural resources, energy issues, environmental concerns and effects of a changing climate. Examples include Windmills and Wind Power, Glaciers and Global Warming, Engineering and Geology, Hydraulic Fracturing: Pros and Cons and Rare-Earth Elements and Critical Minerals as Geopolitical Weapons.

    Text, figure and table data reflect the most current published source information from internationally recognized and reputable institutions.

    How do you see this text deepening students’ understanding and fostering a more active engagement with its core concepts?

    Three examples illustrate an active engagement of the core chapter concepts:

    1. Learning Objectives focus on the important concepts discussed in the chapter and are designed to develop critical thinking skills.

    2. Some of the figures contain “Critical Thinking Questions” that are intended to encourage students to apply or analyze the material illustrated in the figure.

    3. At the end of each chapter is a “What Would You Do?” question that is open-ended so students can apply the chapter material learned to a real-life situation.

    With learners from diverse academic backgrounds, how does your text accommodate both those specializing in geology or earth science, and those encountering it through general education?

    This text is designed for an introductory geology course and is focused on understanding the different aspects and specialties of geology and how they relate to each other as part of a continuously dynamic and evolutionary planet.

    For those planning to major in geology, all of the basic concepts and topics of physical geology are covered and provide the foundation for the more specialized courses that follow.

    What do you hope instructors will take away from this textbook that will enhance their teaching?

    Hopefully, instructors will see how the many features of this text, including the spectacular photos, critical thinking skills and MindTap features, like Virtual Field Trips and animations, are all features that will provide the tools to stimulate active learning for the students.

    Lastly, what do you hope is the most significant takeaway students will carry with them after using your text?

    It is our hope that when students finish their physical geology course, they will come to appreciate the many connections between geology and their everyday lives, such as the causes and results of natural disasters like volcanic eruptions, landslides and earthquakes, as well as the less apparent, but equally significant links between geology and economic, social and political issues.

     

    Reed Wicander is Professor Emeritus of Geology at Central Michigan University, where he taught physical geology, historical geology, prehistoric life and invertebrate paleontology. Currently, he is an Adjunct Professor in the School of Earth and Environmental Sciences at The University of Queensland, Brisbane, Australia. Dr. Wicander earned his B.S. degree in geology from San Diego State University and his Ph.D. from UCLA

     

     

    Interested in “Physical Geology: Investigating Earth,” 1e by Reed Wicander and James S. Monroe for your earth sciences course? Check out this first edition now.

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