TEACHING INTRODUCTORY GEOLOGY: INCORPORATING STUDENT PREFERENCES IN THE CLASSROOM TO MAKE LEARNING MORE MEANINGFUL

We face a problem in teaching introductory courses in how we meet all the learning needs of the various students in the classroom. Introductory courses often have enrollments that reach into the triple digits. Is it possible to meet the learning needs of all the students in this large classroom setting? What can be done to increase learning and make these courses more enjoyable to the students?

Making subjects interesting and meaningful to the student plays a key role in learning and understanding. When students are interested in a topic they are more likely to retain the information. To better understand the needs of these students I created a survey to assess students’ preferences in an introductory science course at the undergraduate level.

Student preferences were surveyed at a private university and two state universities in introductory, general physical geology classrooms. The students surveyed are primarily nonscience majors and for the most part have little interest in the science field. Information on students’ preferences with regard to classroom style, classroom format, assessment, and mode of instruction will be presented. Trends in students’ interests in subject areas, specifically related to geology topics, will also be discussed. Suggestions for improving classroom practice in introductory geology courses will be highlighted based on the survey data with a focus on using active learning in the classroom.