1. Framing a Honors Physical Geology Course Around Critical Thinking and Communication Exercises Jeffrey A. Nunn Dept. Geology & Geophysics Louisiana State University www.geol.lsu.edu/jnunn/1002.1

2. Context: Honors Students 16-34 students >30 ACT score Non-Majors Highly Motivated No exposure to Geosciences in High School Nunn, 2006

3. Context: LSU/South Louisiana Lecture only Associated Laboratory (but often not taken concurrently) Textbook – Grotzinger et al., Understanding Earth Virtually no rocks exposed at the surface Students with creationist or intelligent design beliefs are common Nunn, 2006

4. Context: >25 years of teaching physical geology Long term retention is limited Not enough class time to cover everything Understanding is superficial Communication skills are lacking Relevant to student’s every day lives is important Nunn, 2006

5. Formal Exercises Plate Reconstruction Minerals in the Home Metaphor for Geologic Time Plate Tectonics Minerals Rocks Igneous Rocks Sedimentation Metamorphism Rock Deformation Geologic Time Terrestrial Planets Continents

6. Formal Exercises Volcanic Eruption Paper Volcanic Eruption Group PowerPoint Presentation Water Resources Katrina versus 1927 Flood Volcanoes Earthquakes Earth’s Interior Climate Weathering/Erosion Groundwater Stream Transport Wind and Deserts Coastlines and Oceans Glaciers Earth's Environment

7. Critical Thinking Understanding Processes versus Memorizing Information Temporal/Spatial Scales of Geologic Processes Difficult or Controversial Ideas (e.g., Geologic Time) Grotzinger et al., 2007 Nunn, 2007

8. Relevance Higher Interest Level Higher Retention of Information Educated Voters –Origin and quality of tap water –How much copper goes into a home –Geohazards Nunn, 2006

9. Communication Skills Content –complete –accurate –relevant Organization –introduction –body –summary Documentation Audience Design of Oral Presentations Read/Create Charts & Maps Mount St. Helens During May 18, 1980 Eruption USGS

10. Measurement of Success? Exam results (essay questions) are significantly better Student evaluations are higher Recruitment of some geology majors Interaction with students during and after semester is stronger “Postcard” documentation of long term retention of information