Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course

Arthurs, Leilani; Templeton, A. S.

doi:10.5408/1.3544287

Cited by 20 publications

(18 citation statements)

References 27 publications

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“…In the sciences, the number of examples of empirical research into improvements to students' learning is growing. A series of empirical studies has been undertaken in the United States in recent years in connection with the work of Carl Wieman (2016a), Professor of Physics at Stanford University, in disciplines including chemistry, computer science, geography, life sciences, mathematics, physics, astronomy and statistics: see, for example, Arthurs and Templeton 2009, Smith et al 2011, Dohaney, Brogt and Kennedy 2012, Hoskinson, Caballero and Knight 2013. Wieman and Gilbert (2015) synthesise a number of the findings by researchers into active, enquiry-based learning in the natural and applied sciences.…”

Section: Scholarly Perspectives From Academic Literature Conceptual Amentioning

confidence: 99%

Connected Curriculum for Higher Education

Fung¹

2017

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and to my former colleagues at the University of Exeter for their inspiration and personal support. Most of all, I'm grateful to my wonderful family-Peter, Ruth, Jos, Paul, Lucy and Michael-for their love, insights and goodhumoured encouragement, and to every one of my former students, over more than three decades. All of you have shown me why it is so important to commit to creating societies in which bridges are more appealing than walls. xi Contents List of figures xii List of tables xiii Cover design: www.ironicitalics.com

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Section: Scholarly Perspectives From Academic Literature Conceptual Amentioning

confidence: 99%

Connected Curriculum for Higher Education

Fung¹

2017

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“…A series of empirical studies has been undertaken in the United States in recent years in connection with the work of Carl Wieman (2016a), Professor of Physics at Stanford University, in disciplines including chemistry, computer science, geography, life sciences, mathematics, physics, astronomy and statistics: see, for example, Arthurs and Templeton 2009, Smith et al 2011, Dohaney, Brogt and Kennedy 2012, Hoskinson, Caballero and Knight 2013. Wieman and Gilbert (2015 synthesise a number of the findings by researchers into active, enquiry-based learning in the natural and applied sciences.…”

Section: Empirical Evidence For 'Effectiveness'mentioning

confidence: 99%

A Connected Curriculum for Higher Education

Fung¹

2017

133

102

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Spotlights is a short monograph series for authors wishing to make new or defining elements of their work accessible to a wide audience. The series will provide a responsive forum for researchers to share key develop ments in their discipline and reach across disciplinary boundaries. The series also aims to support a diverse range of approaches to undertaking research and writing it. A Connected Curriculum for Higher EducationDilly Fung This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Foreword: Energising an InstitutionIt is customary, in a Foreword, to begin by sketching a large context in which the book in question might be comprehended and then perhaps to pick out one or two of its key features and end by affirming the value of the book in front of the reader. On this occasion, I shall reverse this order. Let me start, therefore, by asserting that A Connected Curriculum for Higher Education is both a splendid book and, for all those who care about higher education and universities, a crucially important book.That assertion actually contains a number of suggestions on my part. One is that this book offers important insights separately for higher education and for universities, that is to say both for students and their learning on the one hand and for universities as organisations on the other hand. Every page is packed with insights and practical suggestions for advancing students' learning and their wider experience: that is immediately evident. Furthermore, in the Connected Curriculum idea, there are the makings of a coherent vision and plan of action for institutional transformation.At the centre of the Connected Curriculum idea lies the hope and, indeed, the demonstration that it is possible, within universities, to improve the relationship between teaching and research. In a sense, of course, this thought should never have needed to be uttered. For 200 years, since the modern idea of the university was born at the end of the eighteenth and beginning of the nineteenth centuries, it has been taken for granted in many quarters that a distinguishing feature of universities is that they be institutions that not only are spaces of both teaching and research but also that those two functions are intimately intertwined. However, for the past three decades or so, huge forces (national and global) have tended to pull research and teaching apart; and so the matter of their relationship has become a matter of wide concern.It might be tempting to address this matter in a rather limited way, looking at the actual relationships between research and teachingwhich, characteristically, may be expected to vary even within the same F o re wo rD: en er g isi n g a n i ns t i t u t...

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“…Constructivist teaching focuses on moving away from passive instruction to active learning and learner-centered teaching using students' existing knowledge as a basis on which to build new knowledge (Bransford et al, 2000). Active learning strategies engage students in learning the content instead of passively receiving it from the instructor (Handelsman et al, 2001;Arthurs and Templeton, 2009). Inquiry and cooperative learning are both examples of active learning strategies (Arthurs and Templeton, 2009).…”

Section: Pedagogical Backgroundmentioning

confidence: 99%

“…Active learning strategies engage students in learning the content instead of passively receiving it from the instructor (Handelsman et al, 2001;Arthurs and Templeton, 2009). Inquiry and cooperative learning are both examples of active learning strategies (Arthurs and Templeton, 2009).…”

Section: Pedagogical Backgroundmentioning

confidence: 99%

Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

Moss

Cervato²

2016

Journal of Geoscience Education

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As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of "cookbook" lab activities was transformed into a sequence of activities based on scientific inquiry and cooperative learning. The first two semesters were spent developing and implementing the new lab activities, and two more semesters were spent refining them. In the second semester of each of these two phases, students enrolled in the lab completed a 15-question version of the Geoscience Concept Inventory (GCI; Libarkin and Anderson, 2005); there were significant improvements from pretest to posttest scores. Student evaluations before and after the reform are not significantly different and overall positive. This paper presents an overview of the lab activities in the new curriculum, a detailed analysis of the type and level of inquiry in each lab, and the assessment of the impact on student learning. Keywords inquiry, introductory geology lab Disciplines Curriculum and Instruction | Earth Sciences | Educational Assessment, Evaluation, and Research | Educational Methods CommentsThis article is published as Moss, Elizabeth, and Cinzia Cervato. "Quantifying the level of inquiry in a reformed introductory geology lab course. ABSTRACTAs part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on scientific inquiry and cooperative learning. The first two semesters were spent developing and implementing the new lab activities, and two more semesters were spent refining them. In the second semester of each of these two phases, students enrolled in the lab completed a 15-question version of the Geoscience Concept Inventory (GCI; Libarkin and Anderson, 2005); there were significant improvements from pretest to posttest scores. Student evaluations before and after the reform are not significantly different and overall positive. This paper presents an overview of the lab activities in the new curriculum, a detailed analysis of the type and level of inquiry in each lab, and the assessment of the impact on student learning. Ó

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Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course

Cited by 20 publications

References 27 publications

Connected Curriculum for Higher Education

Connected Curriculum for Higher Education

A Connected Curriculum for Higher Education

Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

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