CHANGING INTRODUCTORY GEOSCIENCE COURSES TO CULTIVATE CITIZEN SCIENTISTS FROM ALL UNDERGRADUATES

Citizen scientists evolve from student scientists. Though only 20% of students go on to receive a college degree in one of the STEM disciplines, virtually all undergraduates are required to take at least one science course. Introductory science courses thus serve a critical purpose: they are a way to reach out to all students and build their interest and literacy in science. Scientific literacy includes not only content, but an understanding of the nature and process of science itself.

Typically, introductory science courses are surveys, intended to expose students to as much content as possible. Depth is sacrificed for breadth, and students do not have time to follow the development of key ideas. As a result, students (particularly non-STEM majors) perceive introductory courses as a rite of passage, full of facts to be memorized rather than as the key to unlock a new discipline.

Introductory geoscience courses need not follow this model. To provide a compelling introduction to both the earth and the techniques we use to understand the earth, instructors should:

1. Integrate the nature and process of science into course content through incorporating science stories, both historical and modern. Readings that highlight the process rather than the products of science should support these stories, but they may not be found in traditional textbooks.

2. Engage students in authentic scientific investigation through active learning. While activities may not produce original research, they should mimic methods that earth scientists use, including field observations and quantitative analysis.

3. Introduce students to the research process through reading primary literature, highlighting research areas of departmental faculty, and/or encouraging students to do research, even if they do not plan to major in the geosciences.

4. Focus on depth rather than breadth in course content. Topical courses allow students the opportunity to explore a concept at multiple levels to see the progress of scientific investigation over time.

5. Use appropriate assessments that test students' critical thinking. This is a challenging but necessary step.

These techniques can change the nature of an introductory science course to cultivate student (and therefore citizen) scientists.