Summarizes changes in paleoecology during the past few years (focusing on those influencing the way the subject is taught) and changes in the concept of what paleoecology is (focusing on the impact of the changing concepts on course content). Includes predictions about the future of paleoecological studies. (JN)

Describes geology teaching in a penal institution, considering class offerings, teaching structure, teaching schedule, security, cheating, student characteristics, women prisoners in geology classes, and outside field trips. Sample laboratory schedule is included. (JN)

Discusses rationale for, goals/organization of, and problems related to geology minicourse program. The program provides a framework for students to construct a tailor-made, individualized course in which a "walk-through" (poster session) replaces the traditional final examination. Includes results of course evaluations and listing of minicourses…

Discusses content, laboratory work, and field studies of a senior-level course in paleopedology (study of fossil soils). The course explores interpretation of ancient terrestrial environments from fossil soils and the study of the fossil record of such soils as an additional approach to earth history. (JN)

Describes a graduate-level tectonics course which includes the historical basis for modern tectonics concepts and an in-depth review of pros/cons of plate tectonics. Tectonic features discussed include: ocean basins; volcanic arcs; continental margins; continents; orogenic belts; foreland fold and thrust belts; volcanic/plutonic belts of orogens;…

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Describes an introductory physical geology laboratory which uses a semiself-paced, semiprogramed format involving weekly units, a weekly quiz, learning booklets, and undergraduate teaching assistants. Includes outline of weekly topics and a sample excerpt from the learning booklet. (DC)

Many graduate students in geology lack an adequate knowledge of scientific methodology, research methods, and writing skills necessary for thesis work. Described is a course designed to address these deficiencies. (Author/WB)

Describes two- and three-year undergraduate curricula for training earth science technicians at Sir Sanford Fleming College (Canada), emphasizing practical aspects and close student-faculty interaction. List of employment opportunities for geology graduates based on past placement data and geology curriculum outline are provided in tables. (JN)

Describes a course addressing the association between geology and information science. Outlines the course content and organization and provides examples of questions supplied to students to introduce them to various information search strategies. (GS)

Provides an overview of a one-semester course in rocks and minerals for non-geology majors taught at Pittsburg State University. Includes information involving the methodology and content of the course, equipment needed, textbook selection, and general impressions of the course. (DS)

Reviews the objectives, themes, and content of a series of five color videotapes on volcanic rock textures. Explains how the tapes, which integrate petrographic observations of textures with computer graphics, can be used in undergraduate and graduate level courses. (ML)

Describes an introductory geology course for non-science majors that focuses on problem solving and group dynamics at The Ohio State University. Reviews its format and contents and compares it with other course options for non-science majors. Includes evaluative comments and provides a listing of group studies project topics. (ML)

Described is a two-course sequence dealing with the origin and evolution of the entire natural system including the universe, solar system, earth, and life. The content, suggestions about teacher preparation, teaching techniques, and testing are discussed. (CW)

Explains how an environmental education course using a small group format was successfully modified for a large class setting through the use of whole class lectures and small group sessions (N=20-25) led by graduate teaching assistants. Includes course format and evaluation results. (DC)