Self-regulated learning (SRL) models provide a framework for understanding the observed variance of student performance in geoscience learning contexts. Instructors can potentially use a SRL framework to support students in self-identifying the specific approaches to learning they use when engaging in geoscience learning situations (coursework,…

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

Describes how one geology teacher relies on written and oral assignments both as learning tools and as a means to motivate students and assess their work. Frequent written and oral assignments dramatically improve the levels of engagement and learning. Presents some advantages of written and oral assignments and includes examples. (PVD)