PRACTICE, DISCIPLINE, MULTIPLE TRYS, AND A TOUCH OF SILLINESS; MY FORMULA FOR A GENERAL EDUCATION EARTH SCIENCE COURSE

Scholars agree; learning takes place in a social context. As teachers we should develop this context through appropriate assignments, performance evaluations, and a clear connection between effort expended and grade earned.

Much intro-level course material initially may seem novel and strange. Many students memorize this material as a first step in building a knowledge base. Students often understand individual elements in a process but are unable to provide an integrated explanation. Such competency to reason and solve problems comes with dedication and perseverance.

We widely assume that realistic training and practice enhance learning and performance. Does this notion also apply to college-level instruction and learning?

Homework and quizzes give students a chance to master materials prior to exams. Such tasks also impose a discipline that encourages students to keep current and to shun procrastination. Occasional silly or outrageous multiple-choice responses are entertaining and memorable. Return graded assignments on a timely basis; help with grading is essential.

Encourage utilization of the textbook. Design homework that draws heavily on maps, diagrams, and photos in the text. Include some geographic content. With much subject matter covered in homework, lecture time can be devoted to basic concepts, special interest topics, and inquiries arising from the assignments.

In an oceanography course, I assign a small project with a maritime theme. Each project is evaluated and assigned a good grade unless it shows little merit, is grossly sloppy, or is late. Internet-based papers (<=2 pages text) and original poems are the most popular submissions. Others have included original musical compositions, web pages, ceramics, and paintings.

In comparison to the previous lecture-three-exam format, student performances and my grading scale have risen. Modestly motivated "average" students now earn mostly Bs and Cs instead of Cs or Ds. Failures are mostly limited to students who don’t attend, give up, or disappear. Student comfort levels and participation are up; I also like this format.