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Geology 140 (Geology in the Environment)

Reflection on Instructional Change:

Geology 140 (Geology in the Environment) is a writing intensive course that includes no prerequisites for science and non-science majors, with the exception of the WPJ Exam. The class requires the students to write a minimum of 5,000 words over the semester to meet graduation requirements. The student audience is interdisciplinary and this requires active listening and routine communication between the instructor and students to ensure basic scientific concepts and ideas are understood. Even with a synchronous course that encourages routine interaction between the instructor-students, it is difficult to identify equity concerns without the opportunities face-2-face instruction provides. Further, students have such a varied background when it comes to writing yet each student must meet the writing requirements to graduate.

Lecture slides and recordings are made available to students to review after each class meeting. Application of key scientific concepts and ideas are met with interactive discussions and activities (polling, Kahoot!, breakout rooms). Providing opportunities for students to interact establishes a sense of presence in the virtual classroom, facilitating discussions of key concepts and ideas applied to everyday life or what they may have learned in another related course. Offering different ways a student can communicate with the instructor seems to be key to an engaged learning experience.

In addition to opportunities covered in the previous paragraph, equity and equality is accomplished in two other ways in this course: direct instructor-student communication and routine feedback. During one-on-one Zoom Meetings, the instructor and student discuss the specifics of the proposed term paper topic. Students are able to share their writing experiences (good and bad) with the instructor in a safe, non-judgmental environment so that the instructor can tailor tools that would help the student succeed. In addition, short and long essay writing assignments allow the instructor to provide constructive and frequent feedback to the student throughout the semester. With this approach, not only does the student produce a higher quality term paper, but the student's confidence rises significantly from the beginning to the end of the semester.

One Kahoot! result...

From our virtual Library Orientation activity along with the 'Tool Box' for successful writing provided on Canvas...

By offering one-on-one Zoom Meetings with students, I had more interaction with my students even though the course was online. Some students are shy or uncomfortable about stating they need help; a one-on-one Zoom Meeting provided privacy for those students who needed it.

Any differences between the pre- and post- Side Car Syllabus and Schedules are minor. I had already received training on equality and equity in the sciences prior to taking this course and that information was incorporated into the course syllabus and schedule at the beginning of the semester.

Post Side Car Syllabus and Schedule.pdf

Pre Side Car Syllabus and Schedule.pdf

Faculty Profile

Hi! You can call me 'Gen', but you can also call me by my given name 'Geneviève'. I am a professor/lecturer in the Geology Department here on campus. Many of my family members have graduated from SacState and served as professors on this campus in multiple disciplines.

My degrees and professional experience include:
B.S. in Geology, University of California Davis
M.S. in Geology, California State University Sacramento
30+ years of consulting and government work as a scientist/engineering geologist

I teach geology courses across multiple campuses. I enjoy helping students succeed, to feel accomplished in the sciences and with their writing abilities in particular. I work with many students on professional development, regardless of their ambitions, so they can secure jobs as they graduate from SacState.

One of my interests is basketball. I make 600+ shots every week from around the court. I typically play with professional players locally and mentor many up and coming high school athletes.

You can contact me at my email address g.sparks@csus.edu

This work was supported by the National Science Foundation NSF Hispanic Serving Institution Award 1832335. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.