ENGAGING A MIXED AUDIENCE OF GEOSCIENCE MAJORS AND NON-SCIENCE MAJORS IN AN ENVIRONMENTAL GEOLOGY COURSE: EXAMPLES OF INTERACTIVE APPROACHES AND ACTIVITIES

The Environmental Geology course at the University of West Georgia has limited pre-requisites, is commonly taken as an elective by upper-level geology majors, and is a class that may be taken by middle-grades education majors on the science and math track. As a result, successful completion of the course objectives-- which include (1) the identification of environmental problems and the application of geologic principles to solve those problems; and (2) exploration of relationships between population growth, the Earth system, hazardous Earth processes, sustainability, and the optimization of resource management in order to maximize environmental benefits for society-- requires a class design that takes into account the broad range of student familiarity with course topics and principles of geology. The greatest challenge has been preparing activities and assessments that are appropriate, engaging, and relevant for both the experienced and novice geoscience students. Several approaches have proven successful at creating positive learning outcomes for all students. First, opportunities for small group collaboration led by the geology majors provide the experienced students with an opportunity for reinforcement and review, while providing low-risk and hands-on learning environments for novice students. Many of the outside assignments are interactive, providing local or regional context via case studies, requiring application of the geologic principles discussed in class in order to assess the magnitude and costs associated with natural hazards. Other in-class techniques include immersive classroom simulations that allow students to perform risk assessments and provide the opportunity for open-ended debate of environmental, economic, and societal aspects of natural hazard planning and mitigation. Student performance on exams and writing assignments shows that even the non-majors are able to develop a strong understanding of geologic processes and natural hazards and their social and economic impacts; student evaluations indicate that they understand the relevance and importance of the material, and appreciate the teaching methods used during the semester.