1. ONE CLASS AT A TIME
OVERCOMING OBSTACLES TO INTEGRATING RESEARCH INTO THE UNDERGRADUATE GEOSCIENCE CURRICULUM
Robert C. Thomas, Sheila M. Roberts and R. Stephen Mock Department of Environmental Sciences University of Montana-Western Dillon, Montana

2. LECTURE-BASED CURRICULA
Students study multiple subjects at the same time
Students primarily learn through memorization of lectures and prepared labs
There is inadequate time for data gathering and analysis

3. RESEARCH-BASED CURRICULA
Students focus on one subject at a time
Students primarily learn through a combination of theory and practice
There is adequate time for data gathering and analysis

4. DON’T FIELD TRIPS DO THE JOB?
An improvement over in-class lecture, but is it enough?
Rarely involves in-depth problem-solving activities
Students don’t have time to experience the full process of scientific investigation

5. PROBLEMS WITH ADOPTING THE RESEARCH-BASED CURRICULUM
Scheduling! The k-12 and university systems are set up for classroom lectures
The infrastructure is set up for classroom lectures
Faculty and administrators are comfortable with the status quo

6. A SOLUTION TO THE PROBLEM
Experience One
Students take one class at a time
Each class is 18 days long, 3 hrs/day, 5 days/week
Four 4-credit classes per semester for 16 credits

7. DOES IT WORK? Experience One at UM-W Improved class attendance
Improved student retention
Improved performance
Improved self concept

8. HOW ABOUT AN EXAMPLE? Introduction to Geology Minimal lecture
Labs based on research
Abundant field time
Primary research project designed to apply the in-class material to solving a real problem

9. PUSHING THE LIMITS? Environmental Field Studies
Course developed around a field-based project
Student design the project, conduct the research and present the results
Try to incorporate a service learning component

10. CONCLUSIONS UM-Western
One class at a time allows a research-based curriculum to work
This is not the only solution
Change is possible in any environment