ACTIVE LEARNING TECHNIQUES TO DEVELOP SCIENCE RESEARCH SKILLS IN A LARGE-SCALE INTRODUCTORY GEOSCIENCE CLASS FOR NON-MAJORS
In these classes we have been using learner-centered, authentic assessments that are embedded within the course and include in-class group exercises, clickers, essay questions, group posters and the associated poster session, to assess student learning. In their evaluations numerous students highlighted the value of investigating, researching, creating and participating in the poster session to help in their learning. In two classes, students participated in the “Student Assessment of Their Learning Gains (SALG)” assessment. The most compelling aspects of the SALG data are the levels at which non-major students are building the skills of a scientist in a large class by recognizing a sound argument and appropriate use of evidence, writing documents in discipline-appropriate style and format, working effectively with others, and preparing and giving oral presentations. Students show a moderate (21%) and good/great gain (71%) of working effectively with others and a moderate (27%) and good/great gain (52%) preparing and giving oral presentations.