A CASE STUDY ON EDUCATION CURRICULUM DEVELOPMENT OF EARTH – ATMOSPHERE GEOSCIENCES AT UNIVERSITY OF HOUSTON-DOWNTOWN (UH-D): A PRESENTATION AT THE GEOLOGICAL SOCIETY OF AMERICA (GSA) ANNUAL MEETING, 22-26 OCTOBER 2017 IN SEATTLE, WA

This paper is a Case Study based on a 10-year period involving design, and teaching of Face-to-Face, and Distance Education curriculum at University of Houston Downtown (UH-D). It is being offered by a teaching approach referred to as Project Based Science that seeks to engage students in exploring the world through reading, lectures on scientific principles, working on “real-time” climate, weather, and ocean data. The overall processing data systems for course implementation include the Blackboard computer tools with interactive components that connect various relevant links to the AMS website.

Instructional method is a learner-based, self-inquiry, engaging approach that involves “hands-on” investigations, lab exercises, visualization materials, and simulation models to prompt critical thinking which facilitates learning of concepts. This involves an integrated lecture-lab structure that will enhance interactive peer participation, and encourage collaborative group cooperation. Course focus includes (1) emergence and practice of the modern scientific method; (2) major scientific discoveries and their role in the development of modern science and society; (3) and the interaction of modern science and society.

It is noteworthy to mention that we earlier started to offer the AMS equivalent Weather and Ocean Studies courses (GEOL 1304 and GEOL 1345 respectively) since Year 2004, and have been very successful for students’ engagement, and retention. Students’ enrollment in the Weather, Ocean; and Climate literacy courses increased steadily from a couple of sections in 2004 to the current level of ten sections including face-to-face and fully online sessions.