ENGAGING UNDERGRADUATES FROM LARGE CLASSES IN GEOSCIENCE RESEARCH: A CASE STUDY USING FORAMINIFERA

One of the best ways to engage students in a subject seems to be through the introduction of personal research into a course. For small classes or labs, hands-on aspects of geoscience projects are readily incorporated into the curriculum along with case studies. But for larger classes, where logistics may preclude some activities, using case studies can become an especially important tool to stimulate undergraduate interest. This presentation provides an example of the effective use of a case study in a large introductory geology course to encourage student research. The case illustrates how foraminifera are used for environmental monitoring along the Texas Gulf Coast, and was presented during the first week of lecture to elucidate the nature of science. Successful integration of a case study to inspire inquiry appears to involve several practices including timing, repetition, and applicability. Presenting the study early in the semester provides a way to plant an idea, and is also an ideal means to reach out to students and make the class more personable while maintaining a professional note. Once the students are familiarized with a topic, in this example foraminifera, it can then be repeated throughout the content of the course, such as in relative dating or past climates. Since many undergraduates are concerned with or aware of environmental issues, the use of foraminifera for environmental assessment also takes on a practical value that they can understand and gives them an application of geosciences to their own lives. The intrigue most geologists associate with their work can be made evident in the delivery of a case study. Students are attracted, begin to ask questions, and in turn want to pursue research.