ENGAGING INTRODUCTION TO GEOLOGY STUDENTS IN AND OUTSIDE THE CLASSROOM

This effort explores the use of inquiry-based activities within a traditional Introduction into Geology course. The primary goals are to increase student participation within the confines of a classroom, improve the retention of content material, and produce an interactive/dynamic classroom setting for UNI's students. Four inquiry-based activities were tested extensively in some Introduction to Geology courses including; a field experience requirement (Place-based education), Gallery Walks, Pyramid testing, and Think-Pair-Share activities. Students were required to participate in applying geologic skills outside the classroom during the Fall 2008 semester. Each student had over twenty opportunities to participate in geology outside the classroom. Students were provided a field experience rubric so they knew where to direct their attention. The rubric was styled so that the students were led though the important processes of recording basic geologic observations and taking field-notes. These field experiences provided students with an opportunity to develop a ‘sense of place' while constructing their understanding of geologic processes. The general idea was that by correlating student learning with familiar environments would lead to an increase in concept retention and facilitate life-long associations of applying geologic principles to what the student sees and experiences. In class activities such as Gallery Walks and Think-Pair-Share activities were also used approximately once during each week of the semester to diversify lectures and encourage the students to take an active role in learning.