Evolution of GEO 303: A Large Geoscience Course in the 21st Century

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Evolution and success of GEO 303, a large introductory geoscience course at the University of Texas at Austin. The course blends physical and historical geology, challenges students' pre-conceived notions, and encourages them to think like geologists. Team teaching, innovative instructional methods, and a focus on engaging digital learners contribute to its uniqueness and effectiveness.

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GEO 303 in the 21stCentury evolution of a very large introductory geoscience course Laurie Schuur Duncan University of Texas at Austin, Jackson School of Geosciences laurieduncan@jsg.utexas.edu Leon Long, aka Captain Geo, explaining cross-cutting relationships among dikes in the Valley Spring Gneiss at Inks Lake State Park, TX

GEO 303, Introduction to Geology a fine-tuned, well-oiled machine GEO 303 is a comprehensive survey of geological science in one semester; it includes physical and historical geology. 400+ students per semester learn to: understand Earth systems, processes and materials; challenge pre-conceived notions and make reasoned judgments of their own; think like geologists. Course material is integrated between lecture and lab with consistent terminology and up-to- date science.

GEO 303, Introduction to Geology Team teaching is the key to success. Two professors and 8 graduate TAs co-teach 23 lab sections (~17 students) and two large lecture sections (~200 students) Fall 2013 GEO 303 teaching team: Laurie Duncan, Will Betts, Anastasia Piliouras, Megan Ferre, Justin Hiester, Peter Gold, Rich Ketcham, Gail Collins, Chad Greene, and Anthony Barone

If I stay there will be trouble Many of our current teaching strategies are unsustainable in the 21st century learning environment. Today s students are collaborative digital learners. Even the best traditional teaching is inadequate preparation for the complex challenges our STEM graduates will face. Our exercises and exams have grown stale.

and if I go it will be double! GEO 303 is unique to UT geosciences, and to Leon Long s captivating teaching style and high level of scholarship. If we do not act to preserve the effective pedagogy of the course, we will lose it. Implementation of new instructional methods always involves growing pains, and sometimes results in complete failure. Who will do all this work when Dr. Long truly retires? And will we be up to the task? Can our department provide adequate support for this?

Should I stay or should I go? Yes! Keeping the good stuff, lots of interaction with students geology and theology brown bag high standard of scholarship impeccable course policies and grading scheme. field trips I always marveled at the time Leon spent talking to students, until I realized one day, he wasn t talking to them. He was listening to them. Professor Dan Barker, UTDGS

Should I stay or should I go? Yes! while constantly adapting and improving. Improved communication with students: Canvas LMS Increased lecture participation: iClicker(for now) Modification of lab instruction to focus on collaborative, active learning, moving toward a flipped lab. Improved collaboration among our teaching team, and adaptability of exams and lab exercises via file sharing. Revision of the text and lab manual: The 16th edition of GEOLOGY will have a paper and an electronic version. Continued commitment to teaching teaching. Freeing GEO 303 instructors from choices A through D.