R. Heather Macdonald

Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 on the Cutting Edge Survey of U.S. Faculty

A survey of U.S. geoscience faculty provides an integrated look at the geoscience courses currently being taught and the teaching methods that are used in these courses. The survey data indicate that there is a wide array of offerings both at the introductory level and for majors and thus no standard geoscience curriculum. While teaching methods remain dominated by lecture, most faculty use a range of more interactive methods. Most students are asked to solve problems including quantitative ones as part of their courses although relatively few explore problems of their own choosing. Writing and reading in the primary literature are used extensively in courses of all sizes at both the introductory level and in courses for majors. Strategies and tools for assessing student learning are strongly dependent on class size; however, students are more likely to be assessed through problem sets, oral presentations or papers in courses for majors. There is no question that research on learning and the resulting recommendations for best classroom practice that have emerged over the past decade have had an impact on geosciences classes. On the other hand, there is room for growth. Our data suggest that most faculty are still using these techniques infrequently. These results strongly support the continued offering of professional development activities that both bring new ideas to faculty and address the practicalities of widespread implementation of these techniques.

Improving undergraduate STEM education: The efficacy of discipline-based professional development

Effective teaching practices are more common in courses taught by faculty who spend time learning about teaching. We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.

The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

Abstract We present the case for introductory geoscience courses as model venues for increasing the quantitativeliteracy (QL) of large numbers of the college-educated population. The geosciences provide meaningfulcontext for a number of fundamental mathematical concepts that are revisited several times in a single course.Using some best practices from the mathematics education community surrounding problem solving,calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematicsfaculty have identified five pedagogical ideas to increase the QL of the students who populate introductorygeoscience courses. These five ideas include techniques such as: place mathematical concepts in context, usemultiple representations, use technology appropriately, work in groups, and do multiple-day, in-depthproblems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of thesefive ideas and illustrate some ways that the geosciences represent ideal places to use these techniques.However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty whowish to include quantitative content must use creative means to break down barriers of public perception ofgeoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change.Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses,setting clear expectations, and promoting quantitative geoscience to the general public. In order to helpfaculty increase the QL of geoscience students, a community-built faculty-centered web resource (TeachingQuantitative Skills in the Geosciences) houses multiple examples that implement the five best practices of QLthroughout the geoscience curriculum. We direct faculty to three portions of the web resource: TeachingQuantitative Literacy, QL activities, and the 2006 workshop website - Infusing Quantitative Literacy intoIntroductory Geoscience Courses. These portions of the website are designed to give geoscience faculty theresources they need to infuse quantitative content into their entry-level courses, thereby building the QL ofthe students who enroll. The infusion of QL in the introductory geoscience classroom allows faculty torealistically represent the quantitative nature of the science to the students who may need it most. Ultimately,the inclusion of pedagogically sound quantitative activities and exercises will serve to increase QL of oureducated citizenry.

Integrating the Teaching of Quantitative Skills Across the Geology Curriculum in a Department

One approach to teaching quantitative skills to all students in a department is to construct a matrix of the desired quantitative skills versus courses in the departmental curriculum. Faculty members complete the matrix by listing the assignments in each course that build each particular skill and then design activities or assignments that either fill a gap or more fully develop a skill or application. Faculty members discuss the matrix on a regular basis to report progress and challenges, share ideas with each other, and plan future directions. This iterative process enhances the quantitative skills of students by incorporating quantitative activities and problems throughout the geoscience curriculum. When some quantitative work is included in every departmental course, students recognize that quantitative tools are important in the geosciences. Communication, cooperation, and planning at the department level and regular reviews of the matrix are key aspects for developing quantitative skills across the departmental curriculum.

Teaching All Geoscience Students: Lessons Learned From Two-Year Colleges

Geoscience faculty at 2-year colleges (2YCs) are at the forefront of efforts to improve student learning and success while at the same time broadening participation in the geosciences. Faculty of 2YCs instruct large numbers of students from underrepresented minority groups and many students who are the first in their families to pursue higher education. Geoscience classes at 2YCs also typically have large enrollments of nontraditional students, English language learners, and students with learning disabilities.

Building a diverse geoscience workforce

Preparing Students in Two-Year Colleges for Geoscience Degrees and Careers; Tacoma, Washington, 18–21 July 2012 Building a strong and diverse geoscience workforce is a critical national challenge. An important role is played by 2-year colleges (2YCs) in increasing both the number and diversity of geoscience graduates. At the workshop, called Preparing Students in Two-Year Colleges for Geoscience Degrees and Careers, faculty from 2YCs and 4-year colleges and universities (4YCs), as well as representatives from professional organizations, discussed the successes and challenges of programs, strategies, and activities that support career preparation of 2YC students for geoscience careers, either as geotechnician graduates or geoscience majors at 4YCs. The workshop program, which includes links to presentations and specific examples of these strategies, can be found at http://serc.carleton.edu/sage2yc/workforce2012/program.html.