2008 Undergraduate Teaching in the Geosciences Continued



Course For Majors




28. What is the name of the most recent course for majors that you taught?
If you taught two or more courses simultaneously, pick one

 





29. Which of the following best describes each of the courses for undergraduate majors that you taught during the spring 2008 and fall 2008? Please enter the number of courses taught in each category.

    Atmospheric Science
  Geochemistry
  Geomorphology or Surface Processes
  Geophysics
  Hydrogeology
  Marine Geoscience
  Mineralogy

  Paleontology
  Petrology
  Planetary Geoscience
  Sedimentology or Stratigraphy
  Structural Geology or Tectonics
  Other   





30. How many students were in the most recent course you taught for majors?
 





31. Did your course have a separate associated laboratory section?
    Yes
  No





32. Did your course have a separate associated discussion section?
    Yes
  No





33. In the "lecture portion" of your course for majors, please estimate the percentage of class time spent on student activities, questions, and discussion.

    %





34. In the "lecture portion", please indicate how frequently you used the following teaching strategies in teaching your most recent course for majors. Please use a scale from 1 to 5, where 1 is "never" and 5 is "nearly every class."
 
  Never Once or twice Several times Weekly Nearly every class
  1 2 3 4 5
 
Traditional lecture
Lecture with demonstration
Lecture in which questions posed by instructor are answered by individual students
Lecture in which questions posed by instructor are answered simultaneously by the entire class

  Never Once or twice Several times Weekly Nearly every class
  1 2 3 4 5
Small group discussion or think-pair-share
Whole-class discussions
In-class exercises





The following questions pertain to the entire course including lecture, labs, and discussion sections.





35. In your most recent course for majors, please indicate the types of problem-solving activities that your students completed.
(Check all that apply)

    Students were guided through a data analysis and problem solving activity
  Students solved a problem with little guidance
  Students posed and solved their own problem
  Students collected their own data and analyzed them to solve a problem
  Students interpreted data in light of information in the primary literature

  Students addressed a problem of national or global interest
  Students worked on a problem of interest to the local community
  Students developed a geologic history of a field area

  Students used online tools to integrate their own data with a larger data set
  Students accessed online scientific data and analyzed them to solve a problem
  Students used a computational model to explore systems behavior
  Students used computer-generated visualizations of 3- or 4-D geologic, oceanic, or atmospheric data





36. Please indicate how frequently you used the following student activities in teaching your most recent course for majors on a scale from 1 to 5, where 1 is "never" and 5 is "nearly every class."
 
  Never Once or twice Several times Weekly Nearly every class
  1 2 3 4 5
 
Students read the primary literature
Students solved basic quantitative problems
Students used algebraic equations to describe Earth processes
Students described observational data using statistics (mean, standard deviation)
Students solved problems using skills learned in a calculus course

Students worked with data visualizations used by geoscience researchers
Students graphed observational data

  Never Once or twice Several times Weekly Nearly every class
  1 2 3 4 5
Students were instructed in the field
Students made qualitative observations in the field
Students collected basic quantitative field data
Students solved problems using field observations
Students made a geologic map
Students worked with geospatial data





37. Please indicate which of the following assessment strategies you used in your most recent course for majors.
(Check all that apply)

    Exams
  Quizzes
  Papers
  Oral presentations
  Problem sets
  Portfolios
  Other, specify  





38. In setting the goals for your most recent course for majors, how important were each of the following.

       Developing problem solving skills such as the ability to analyze data and draw conclusions

     Developing communication skills such as scientific writing and oral presentation

     Developing interpersonal skills including the ability to work in groups

     Mastery of conceptual understanding of specific geoscience content

     Increasing student awareness of the utility of geoscience in addressing important problems

     Providing authentic experiences that simulate or emulate professional activities






39. Which of the following do you address in the design of your most recent course for majors or activities for it?
(Check all that apply)

    Student motivation
  Student comfort in the physical environment of the course/lab
  Student comfort in the intellectual environment of the course
  Student comfort with controversial topics

  Your own comfort with controversial topics
  Student anxiety about specific activities
  Your own anxiety about specific activities
  None of the above





40. In your most recent course for majors, please indicate the types of strategies dealing with student attitudes, motivations, and comfort that had the largest impact on student learning.
(Check all that apply)

    I do not believe that student attitudes, motivations, and comfort have an impact on student learning
  Designing activities that motivate my students
  Providing opportunities for low-stakes practice before high-stakes assignments, activities, or exams
  Including activities that allow student to get to know one another
  Getting to know something about my students as individuals

  Using group projects, field work, or other activities that promote teamwork and collaborative learning
  Including content that is relevant to students' experience
  Focusing on important geoscience concepts
  Fostering a comfortable learning environment
  Other, specify  





41. Have you designed a new course for majors or made any changes to the content of a course for majors within the past two years?
    Yes
  No     If no, click to skip to question 48.





42. What content changes have you made in your course for majors within the past two years?
(Check all that apply)

    Updated content with latest research findings
  Changed textbook
  Reorganized the topics covered
  Included recent geological events covered in the general media

  Increased emphasis on a specific area, e.g. environmental issues
  Added new content area
  Increased emphasis on local environment or local geology
  Other, specify  





43. Have you made any changes in the teaching methods used in your course for majors within the past two years?
    Yes
  No     If no, click to skip to question 45.





44. What changes have you made in the teaching methods in your course for majors within the past two years?
(Check all that apply)

    Spent less time lecturing
  Employed more demonstrations during lectures
  Increased questioning of students during lectures
  Added group work or small group activities

  Spent more time on class discussions or small group discussions
  Changed assessment tools or strategies
  Added assignments, e.g. more writing
  Other, specify  





45. How do you learn about new teaching methods?
(Check all that apply)

    Professional meetings or workshops
  Publications
  Discussions with other faculty members in my department
  Discussions with colleagues in other institutions
  On-line resources
  My own research





46. Reflect on the last time you made a substantive revision to a course. Which of the following statements most closely approximate(s) your motivation for making this change?
(Check all that apply)

    The previous time I taught the course, it did not go well.
  I adopted a new philosophy for my teaching
  The content needed to be updated
  I received a great new idea from a colleague, a publication, or the web that I developed for my course
  I found a data set or software tool that opened up new teaching possibilities
  I found the ideal activity for use in my class on a website or in a publication and adopted it wholesale

  A grant provided the resources to make revisions
  A change in the content was mandated by my department or institution
  New facilities (e.g. computers, analytical equipment, classroom space) provided new opportunities for teaching
  I had a leave that gave me time to work on my course
  I attended a workshop or other professional development opportunity that inspired me to make changes





47. When you get ready to revise a course, which of the following do you consider?
(Check all that apply)

    My strengths, interests, and weaknesses as a teacher
  My students' level of expertise
  My students' goals for the course
  My goals for my students
  The opportunities provided by my local setting
  The mission of my institution
  Requirements for licensure, accreditation

  Campus-wide curriculum requirements
  Student feedback from previous years
  Student performance in previous years
  New geoscience research on this topic
  What my colleagues are doing
  Other, specify  





48. When you are designing a new activity, which of the following do you routinely do:
(Check all that apply)

    Talk with your colleagues about how they teach this topic
  Discuss new ideas with students
  Look on the web to see what activities others have developed on this topic
  Look for activities in texts, lab manuals, or instructor guides

  Look first to see what data are available
  Brainstorm ideas before looking to see what is available
  Read education research papers about the methods I am considering
  None of the above





49. Would you like to report on another course for majors you recently taught?
    Yes
  No