Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a…

The abundance of freely available, scientific big data sets can facilitate discovery-based authentic science projects saving time, money, and effort. This is especially true of remotely sensed data, as there is global coverage of Earth's surface spanning several decades that can be used for a multitude of applications. In this article, I present…

We investigated the effect of modeling and visualization resources on upper-division, undergraduate and graduate students' performance on an open-ended assessment of their understanding of physical hydrology. The students were enrolled in one of five sections of a physical hydrology course. In two of the sections, students completed homework…

Students in an introductory physical geology course often have difficulty making connections between basic course topics and assembling key concepts (beyond textbook examples) to interpret how geologic processes shape the characteristics of the local and regional natural environment. As an approach to address these issues, we designed and…

The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM…

A field-based study of soils and the factors that influence their development is a strong, broad introduction to geologic concepts and research. A course blueprint is detailed where students design and complete a semester-long field-based soil geomorphology project. Students are first taught basic soil concepts and to describe soil, sediment and…

Describes the rationale for and objectives of a strategy in which students display projects in lieu of a final examination. Although no grading is attached to the "walk-through," participation is required for the course grade. Sample student projects reflecting the variety of display formats are also described. (JN)

Describes an instructional format for introductory undergraduate earth science in which students work in small groups on topics of interest in earth science-related fields. (CP)

Describes an undergraduate geology course which emphasizes how geology bears directly upon man and his environment. Instead of a weekly laboratory exercise, each student spends part of the semester conducting library research on the geology and land use of his hometown area. (MLH)