1. Using Guided Inquiry in Sedimentary Geology: A Case Study from the University of West Georgia Julie K. Bartley, Gustavus Adolphus College* jbartley@gustavus.edu jbartley@gustavus.edu

2. The Challenge: Stratigraphy & Geochronology Students of mixed preparation – Sophomores, juniors, and seniors – Pre-requisites: Physical and Historical Geology. – Therefore, some students are within one semester of graduation; others are just beginning as geology majors. Diverse content – Includes traditional stratigraphy and methods of age determination – Physical stratigraphy, chemo- and bio-stratigraphy, radiometric ages, magnetostratigraphy – Available textbooks do not follow course structure

3. Approach: Process-Oriented Guided Inquiry Learning (POGIL) Engage students with diverse readiness – Students respond to a series of prompts and construct their own learning – Students discover fundamental concepts prior to introduction of terminology – “Lecture-free” approach avoids overwhelming novices or boring advanced students Connect content to practical examples – Each topic is linked to an active learning exercise/activity – Students focus on problem-solving first; theoretical underpinnings introduced second – Textbook(s) serve a reference guides

4. The Course Weekly topical units – Begin with a prompt: major question for discussion – “How would you….?” [1 hour] – Engage in an activity designed to produce a product – lab session [2 hours] – Follow-up/formalization – “What did you learn, and what should we call it?’ [1 hour] – Collaboration is necessary – structured into the course Assessment is both formative and summative – Students hand in brainstorming results and some of their early work – Each weekly topic has a product to hand in (usually part of the “lab” assignment) – Exams focus on problem-solving and expect students to use terminology appropriately

5. Results Student Engagement – Class attendance is excellent; students participate readily after the first week – Students report (~90%) that they prefer this method of learning compared to a more traditional lecture/lab – A few students (~10%) report that they are somewhat uncomfortable with shouldering responsibility for course material; would prefer “cut and dried” approach – Student engagement during the field trip was markedly improved Student Outcomes – Average course grades higher with POGIL – Exam grades on conceptual and applied topics substantially higher; quantitative portions slightly lower (though better in second offering of the course)

6. Recommendations Clearly Defined Objectives – Each topic should have an activity that guides students toward the main idea you’re trying to address – Share these ideas with the students, so they know what they’re working toward – Set deadlines and stick with them; as you expect students to be responsible for their learning, make them responsible for their due dates. – Discuss appropriate and inappropriate collaboration up front; students often have different boundaries than we do. Align Assessment with Course Style – Exams should focus on problem-solving, rather than the nuances of terminology – Students should be expected to use terminology appropriately (professionally) – Students will excel at complex problems, even in an exam setting, but in a timed setting, may have difficulty completing the exam.