Putting the Fun Back in Fundamental Science

What we should teach our introductory geology students, what do we teach our students, and what do our students learn are questions we should ask ourselves every semester. These considerations are complicated by the new educational paradigms of retention in and asynchronous online delivery of science courses. Current considerations mesh with learning what science in general is and what geology in particular does in frustrating and non-pedagogical ways. Add to this the overarching goal of making science accessible to diverse student populations, and we are faced with a confusing stew of learning objectives, an unbelievable complexity of material, and a variety of learning goals, all within a political climate in which science is often denigrated. If the challenge is to show students how integral science is to their lives at the same time as making it fun, the questions of are we making any headway and where do we go from here must be considered.

In an online environment, trade-offs made to deliver course material are particularly troubling in light of a goal of imparting an understanding of what science is and how it is done. The added layer of computing power or lack thereof makes science seem otherworldly. Accurate assessment of learning is always problematic and is more difficult for an online course, and may not be as crucial as assessing enthusiasm for science as an integral part of society. This may be as significant for geology majors as it is for non-scientists. If everyone in introductory geology courses is to be a scientist for a semester, a superficial comprehension of plate tectonics and deep time may be all we can expect the student to grasp.