257 Diversifying Geoscience Education Across the Academic Playing Field: Using Creative Methods to Foster the Current and Next Generations of Geoscience Professionals (Posters)
A wide range of geoscience educators across several disciplines will share a multitude of diverse and innovative ideas regarding lesson plans, projects, and pedagogical techniques best suited for today’s ever-changing classrooms.
Wednesday, 22 October 2025
8:00 AM - 5:30 PM
HBGCC, Hall 1
A Fun and Simple Inquiry-Based Learning Experience for Physical Geology
Paper number: 257-4
Program: Technical Sessions
Time: 8:00 AM – 8:00 AM
Authors
Abstract
To increase student participation and performance, an introductory Physical Geology general education course was redesigned to be inquiry-based learning using student-centered, active learning strategies. Based on student feedback from prior courses, which highlighted engagement through activities like discussion, discovery, and presentations, traditional lectures were replaced with interactive think-pair-share methods. The classroom was arranged with round tables to support the inquiry-based learning. In class students completed online chapter reviews, then each small group was assigned a section of the textbook to read. Following, they discussed their material in their small groups, and prepared brief presentations to share with the whole class. The instructor actively supported group discussions, clarifying concepts and encouraging collaboration. After the presentations, students completed an online quiz and peer evaluations to reinforce their understanding. In the Fall 2025, the course will introduce two additional components to strengthen student learning: a Learning Assistant (LA) and the Student Faculty Partnership Program (SFPP). LAs are trained to facilitate discussions and help students build shared understanding, both during and outside of class. Through the SFPP, a student consultant will partner with the instructor to analyze and improve teaching practices, focusing on inclusion, assessment, and engagement. These partnerships create a collaborative environment aimed at continuous course improvement. Preliminary data from Summer 2025 indicate improved student performance and engagement compared to previous semesters. With the addition of the LA and SFPP, the Fall 2025 course is expected to build on this success and further enhance student learning. This approach demonstrates that even simple, low-cost active learning changes can significantly enrich the physical geology classroom experience.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-412757
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