The Effects of Course Redesign on an Upper-level Geochemistry Course
From Evaluation Toolkit
This article discusses a professor's modifications to his Geochemistry course, which involved incorporating various methods of cooperative learning, such as group analysis of questions or problems during class time, and long-term collaborative projects. Traditional exams were replaced by frequent assignments, project reports, oral presentations and a reflective course summary. Student feedback, achievement, and course evaluations indicate that students reach higher levels of learning and satisfaction that bode well for long-term retention of concepts. The data suggest that working collaboratively during class, discussing homework in class before the due date, and giving regular, timely feedback on assignments are the main reasons for the positive outcomes.
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DLESE Catalog ID: EVAL-TLKT-000-000-000-139
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Publisher: National Association of Geoscience Teachers (NAGT)
Journal of Geoscience Education (JGE)
Author: Richard F. Yuretich
Department of Geosciences
University of Massachusetts at Amherst