In considering alternatives to the standard lecture-laboratory format in the college classroom, I suggest following three fundamental steps: (1) carefully define the course goals, (2) attempt to implement the Seven Principles for Good Practice in Undergraduate Education as defined by Chickering and Gamson (1987), and (3) use technology to leverage those principles whenever practicable. This paper describes how the Seven Principles are incorporated in Geology 105 - Natural Disasters: Understanding and Coping (an introductory-level geology course at Smith College with an average enrollment of 50 students), and how a range of technological tools contributes to their effectiveness. Technologies used, and how each supports one or more of the Seven Principles, include: (1) Geographic Information Systems (GIS) - active learning, time on task, diverse talents, high expectations; (2) personal response systems – cooperation, active learning, prompt feedback, time on task; (3) Web-based course management software – contact, prompt feedback, time on task; (4) presentation software – cooperation, active learning, time on task, diverse talents; and (5) instant messaging – cooperation, contact.

Specific course innovations facilitated by these technologies include construction of risk maps accompanied by professional reports for several hazards, class sessions that function mostly as discussions rather than lectures, and student role-playing in groups as consultants who develop presentations to government committees, civic agencies, and citizen groups. The frequent contact and cooperation among students and between the students and their instructor needed to successfully implement and manage these course activities are made possible by both asynchronous communication (email, listservs, bulletin boards) and synchronous communication (instant messaging) . This design, although demanding of time and energy, has resulted in a course that students and their instructor find exciting and stimulating.