1. Learning Environmental Geology in Teams in an Active Learning Classroom Gary Smith Professor, Earth & Planetary Sciences Director, Office of Support for Effective Teaching University of New Mexico

2. Wisdom from a UNM Student “Don’t re-teach yourself. Standing at the front of the room talking and writing on the board is you re-enforcing what you know. - UNM student panelist, “Improving Native American Student Success” Engage your students… we need to work with the material, talk about it, think about it, not listen to you all of the time.”

3. Students learn best when they take an active role: When they discuss what they are readingWhen they discuss what they are reading When they practice what they are learningWhen they practice what they are learning When they apply practices and ideas.When they apply practices and ideas. Active learning includes any class activity that “involves students in doing things and thinking about the things they are doing” (Bonwell and Eison, 1991, Active learning: creating excitement in the classroom)

4. Can active learning take place in the traditional college classroom?

5. Yes, but it’s not ideal…

6. Instead… Learning Studio Classrooms Student-Centered Active Learning Environment for Undergraduate Programs (SCALE UP; NCSU) Active-Learning Classrooms (ALC; U Minn) Technology Enabled Active Learning (TEAL, MIT) Spaces to Transform, Interact, Learn, Engage (TILE, U Iowa)

7. UNM is adding Learning Studio Classrooms 54 student capacity (Dane Smith Hall 224; opened Jan. 2012) 126-seat and 63-seat classrooms opening in Fall 2013 48-seat classroom in Dept. of Earth & Planetary Science opening in Fall 2013 3, 3-person teams per table

8. An Example Course – Environmental Geology – EPS 333

9. What will we learn in Environmental Geology? You will be able to: Obtain/compile, illustrate, and interpret relevant data to determine direction and rate of ground-water flow, and transport of ground-water contaminants. Explain and predict the effects of ground-water withdrawal on water levels and on ground-water flow. Distinguish between natural and anthropogenic controls on stream discharge and explain interactions between surface water and ground water.

10. What will we learn in Environmental Geology? You will be able to:  Explain some of the geologic processes that determine the origin, economic value, and environmentally sound extraction of earth resources.

11. What will we learn in Environmental Geology? You will be able to: Use geologic information to determine spatially varying risk of damage and fatalities due to earthquakes, volcanic eruptions, and river flooding. Use basic probability to assess geologic-hazard risk.

12. What will we learn in Environmental Geology? You will be able to: Distinguish a testable scientific hypothesis or data-supported interpretation from an opinion. Use data to compose scientific interpretations/conclusions. Explain the scientific aspects of a problem to nonscientists in a fashion that enhances understanding and decision- making. Explain the geologic background behind headline environmental geology issues affecting New Mexicans Write concise, comprehendible, and scientifically defendable interpretations.

13. What will we learn in Environmental Geology? Acquire skills in working with others as a member of a team Individual Team Table team Positive interdependency Individual accountability

14. Who are the Students? Geography Humanities Education Anthropology Planning Journalism Political Science Economics Psychology 59% EPS and ENVS minors Earth & Planetary Sciences Environmental Science Engineering / Computer Science Biology 50% have completed calculus 71% have completed chemistry 51 % have completed writing courses beyond freshman comp. 11 % have completed hydrology, environmental systems, aqueous geochemistry, geochemistry

15. InClass Concept Assignments focus on problem-solving in teams Learn Power-up laptops; Login to Learn for InClass 12 for InClass 12

16. InClass Concept Assignments focus on problem-solving in teams

17. Brainstorming sessions engage table teams and the entire class

18. “Inquisitive spies”

19. “Jigsaw” research / writing / discussion engages peer learning and teaching across the class

21. Authentic research project engages each team as a consulting firm to provide multiple, sequential deliverables

23. Building communities that support learning in the classroom