We set out to transform the geology labs for an introductory geology class of 300 undergraduate students. The goal was to create labs that were relevant, diverse, hands-on, and thought provoking. Most existing lab instruction is accomplished through using workbooks. While workbooks can be well-written, it is very difficult for students to actually do science this way. Workbooks are commonly written to use no lab materials and must sell to the broadest possible range of audiences. Consequently, there are no hands-on activities, and the students are not given the opportunity to experiment or ask challenging questions about their world - in other words, they don't do science.

The new laboratory curriculum focuses on active learning that is experimental/investigative in nature, and uses a number of local case studies and examples. Eight new labs were designed to:

1) Incorporate cutting edge science, up-to-date information, and relevant data. Students will be able to see a connection between the labs and their everyday life; 2) Incorporate several different learning styles to allow students with different learning styles to connect with the information in a way that is meaningful to their unique learning style; 3) Engage students in the learning process in a way that is only possible through active learning. In addition to being of benefit to all students, hands-on learning is particularly important to the kinesthetic learners, who are not well-reached by the lecture/workbook approach; 4) Give students the opportunity to use the facts and theories they have acquired in lecture. Students are challenged to think through problems using available data rather than regurgitate factual information.

Several labs require students to work together in teams to accomplish the experiment and present the results. Experimental results vary considerably. Evaluation is based on a student’s ability to evaluate the experiment and sources of errors rather than the obtaining the “right” answer.