On the Cutting Edge - Professional Development for Geoscience Faculty
Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning
Cutting Edge > Affective Domain > Dilemmas about Teaching > Transforming Attitudes and Killing Interest

Transforming Attitudes and Killing Interest in Introductory Geology Classes for Majors

Jennifer Stempien and David McConnell
Dilemma: Students enter Physical Geology with great interest in geology regardless of declared major or academic rank. Approximately 70% of students (n=306) declared a high level of interest in multiple aspects of geosciences. However, at the end of the semester, less than 30% of the same population recorded a high interest in geology (regardless of declared major, academic rank). These are large classes (n=160) taught in a relatively traditional lecture format with incorporation of videos and clicker technology. Instructors are fulltime, tenured faculty with a minimum of 5 years experience teaching the course and consistently receive strong faculty teaching evaluations (B+/A- on an A to F scale). Average student performance in class is relatively high (B-) and shows no indication of a lack of ability using traditional class assessments (multiple choice exams). Some students take a complementary lab, some do not.

How can the class be modified to sustain the initial interest of students?


Responses

Matt Nyman, Megan Jones, Kaatje Kraft, and Jeff Johnston


Transforming Attitudes and Killing Interest in Introductory Geology Classes for Majors  

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