PROBELM-BASED LEARNING EXPERIENCES IN INTRODUCTORY GEOLOGY COURSES

This paper discusses the improvements in introductory geoscience courses that have occurred at Wofford College since the IDIG (Improving Delivery in Geoscience Education) workshop in Columbia, South Carolina in 1997. Particular attention is paid to problem-based learning activities, many of which are associated with hand-on field experiences, which have been developed over the past several years. Specific examples, many of which relate directly to IDIG workshop activities, are discussed. These examples include GPS-based field mapping exercises and learning activities involving the direct observation and study of costal erosion and development. Another recent course development includes rubric-based assessment employing the technique of Calibrated Peer Review (CPR). Finally, problem-based geophysical learning experiences for introductory courses currently under development at Wofford College are discussed.