Abstract
Poor attendance, low student interest, and inadequate faculty-student communication are a few of the problems faced by instructors of large introductory-geology classes. I present a simple method for enhancing the quality of these large sections. Students submit one three-by-five card (a “notecard”) on a particular day of the week. The card contains the student's name and one of three items: a topic from lecture or laboratory that she/he did not understand, a concept from the assigned reading that she/he did not understand, or a potential exam question. Participation is optional, but I encourage it by adding one point per submitted notecard to the student's lowest exam score. I review all notecards outside of class and then address a selected “problem topic” at the beginning of the next class meeting. I incorporate suitable test questions into exams, where they are identified as student questions. The use of notecards in introductory classes encourages weekly review of class materials by students, improves faculty-student communication, and promotes class attendance.
Published Version
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