USING A "GLOBAL DESTINATIONS" GROUP PROJECT TO INVOLVE INTRODUCTORY GEOLOGY STUDENTS IN ORAL PRESENTATION

Our "Global Destinations" project is an opportunity for students to work collaboratively and develop oral and written communication skills in a large lecture format (> 100 students) introductory geology course. During this semester-long project, small student groups (~ 4 per group) choose and research a global destination of geological significance and cultural interest. In short presentations (~ 5 minute) that occupy the final few class meetings of the semester, the group acts as travel agent and "sells" the class on their destination. Variations on this assignment have been used in both physical and environmental geology courses by three different instructors during 7 different semesters, allowing us to improve project design and overcome common barriers to effective group presentations.

The structure of the project helps to minimize such challenges as superficial topics, "slacker" students, and student accountability for presentation material. We employ an iterative and staged approach to focus the presentation and combat student procrastination. We encourage active participation by all members in the group by requiring students to complete a confidential peer evaluation in which they describe and "score" their own and the other student's contribution to the project. In one version of the project, students write a statement of geological significance and questions on their presentation, a portion of which are included on the class exam.

This well structured group project can have multiple benefits. Students comment that their geographic horizons are expanded and they better appreciate the broad importance and impact of geology. The project is an effective tool for many students in developing collaborative skills and getting acquainted, making a large lecture class feel smaller. The oral presentation aspect of the project helps broaden the learning and evaluation opportunities in the class. For students with low self-confidence in their presentation skills, we provide feedback and opportunity to practice. For others, the project provided the chance to shine. The oral presentations also help to energize the end of semester without significantly adding to student workload.