DETERMINING THE FACTORS THAT AFFECT THE EFFECTIVE INCORPORATION OF ACTIVE-LEARNING TECHNIQUES INTO A LARGE INTRODUCTORY GEOLOGY CLASS

The CSU Chico introductory geology general education class (GEOS 101) was redesigned in fall 2016 to include active learning exercises in every ‘lecture’ period of both sections, serving 65 and 140 students. The course included a range of topics from ‘traditional’ (plate tectonics, earthquakes) to more ‘applied’ (energy resources, climate change and its impact on society). Exercises were either adapted directly from InTeGrate materials, or specially developed to have local geological relevance, as inspired by InTeGrate materials and lessons learned in the On the Cutting Edge Early Career workshop. The redesign also incorporated the use of small group structure, clickers, and student assistants (upper level geology or environmental science majors) who helped facilitate class activities. Learning data for students enrolled in the course indicate they had accurate prior knowledge of earthquake hazards, but not for less familiar hazards introduced with new curriculum such as rock slides, floods and those associated with climate change. Comparison of pre-post-activity scores indicate improved knowledge of newly introduced hazards by 8-22%. Students reported improved self-efficacy of 9-24% in identifying hazards associated with specific geologic settings. Students enrolled in the course reported they enjoyed the active style of learning, but found it difficult to use their notes to study for exams. Final course grades in fall 2016 are within 5% of grades in the course since 2012, which highlights the need for modifications to the next iteration of the course in fall 2017, including shortening activities to ensure time for wrap up discussions or summaries, presentation of clearer learning objectives and guidance for students in learning strategies in an active learning course. The DFW (non-passing grades or withdrawal) rate in fall 2016 decreased compared with previous years, by 2% in one class and by 13% in the other. Student assistants (SA) reported they believed the students were more interested in societally-focused topics and that students were more engaged in the redesigned GEOS 101 class than in their own equivalent introductory classes. All SAs reported that their content knowledge improved through the experience of helping students in the classroom.