3 Advancements in undergraduate education: connecting classrooms to research and careers in sustainable geology

We welcome all contributions related to undergraduate education in topics of all disciplines in solid Earth geosciences that aim at preparing students for careers and/or academic research in topics on sustainable geology.

Sunday, 22 March 2026
8:00 AM - 12:00 PM
CCC, Room 26

Implementing Learning Communities: Lessons through Year Two

Paper number: 3-8
Program: Technical Sessions
Time: 10:20 AM – 10:40 AM

Authors

Abstract

Pennsylvania Western University – California received an NSF-IUSE grant to study the impact of faculty professional development (PD) on science literacy among students. A learning community (LC) approach to PD for science faculty provided opportunities for facilitators and faculty participants to discuss instructional techniques and philosophies, as well as classroom challenges.  Instructors (n=20) volunteered in three LC cohorts over a three-year period.  Results of the first and second cohorts include qualitative (year 1, n=7) and quantitative (year 2, n= 5) findings.  Common results include (a) Faculty positively viewed the LC structure and facilitator responsiveness; (b) Most faculty found learning about peers’ instruction and discussing barriers to learning among the most useful LC activities; (c) Most faculty were more receptive to attempting active-learning strategies after hearing examples from LC colleagues; (d) All faculty agreed the LC made them realize there were elements of their instruction they wanted to change; (e) Most faculty agreed that the LC helped them improve their instruction and increased student engagement; and (f) No single factor emerged as a leading barrier to implementing active-learning strategies.  As geoscientists, the opportunity to discuss pedagogy with chemistry and biology faculty was enlightening.  We’ve introduced more peer-mentoring, Q & A style lecture periods, and primary literature assignments.  Student engagement and scientific literacy has improved in geology classes as a result of these changes as indicated by scores on a standardized science literacy instrument, student interviews, and faculty feedback.

Geological Society of America Abstracts with Programs. Vol. 58, No. 2

doi: 10.1130/abs/2026NE-411360

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