ANCIENT TO MODERN CONSIDERATIONS TO BUILD CAPACITY: USING UNIVERSAL DESIGN-MODIFIED LEARNING MATERIALS IN INTRODUCTORY LAB SCIENCE GEOLOGY COURSES

Lab science for a hybrid introductory geology course at NorthWest Arkansas Community College involves taking the geosciences into lessons many pre-service teacher candidates can use for Next Generation Science Standards integration of Earth and Space Science into their future classrooms. An example of a particularly engaging activity used builds upon a Smithsonian Institution module regarding ancient ecosystem considerations gleaned from fossil leaves and learning about the Paleocene-Eocene Thermal Maximum (PETM). Taking a learner-centered approach, the modified activity revisits an earlier module about the Process of Science and expands upon concepts through event sequencing; observational data collection; mathematical reduction, graphical representation and evaluation; and synthesis. Content delivery has been modified using Universal Design strategies (inclusive methods and resource adaptations with the Americans with Disabilities Act in mind), as well as to address several course-level General Education Outcomes. This presentation includes showing the application of inclusive design in context and to promote increased interdisciplinary exploration and collaboration. This lesson modification is demonstrated to continue capacity-building of a community of practitioners deliberately applying Universal Design techniques to improve inclusion and retention in geoscience education.