Alternative Models for Large-Group Introductory Earth Science Courses: Dual-Structured Model

Abstract

An introductory college-level physical geology course in which both the instructional staff and students have input into the content has been successfully implemented into a spectrum of instructor-centered to student-centered introductory earth science courses at the University of South Carolina. A central theme of plate tectonics in the instructor-centered portion of the course provided continuity throughout the course. Topics in the student-centered portion of the course were selected by the students and presented in a mini-course framework. Grading by a point accumulation method reduced the grade threat and induced student responsibility for learning.