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Figure 1. Results or CLES-CS test for GRELA class. Abbreviations along the horizontal axis: PR = Personal relevance, U = Uncertainty of science, SC = Shared control, CV=Critical voice, and SN=Student negotiation. A) Comparisons of CLES-CS average scores for THIS (GRELA course) and OTHER (other science courses taken by the student), GRELA classes 2003 and 2004. B) Comparison of THIS (CLES-CS) for 2004 GRELA and control group. In summary, the sequence of lectures begins with a discussion of basic concepts (Module I) before progressing to a largely historical presentation focused on past resource utilization and technological innovation (Module II). Module III is a discussion of modern resources and natural hazards that also serves as transition from the largely historical issues of Module II to the material presented in module IV that is clearly ESSE-related; Module III also facilitates transition from issues related to the solid Earth to hydro-, bio-, and atmospheric issues that dominate ESSE and Module IV. The final two lectures focus is intended to be particularly relevant to the student by focusing on an issue close to the US, using historical perspectives, limitations placed on our options as a result of the way that the Earth System operates, and politico-social realities. Some of these lectures spark discussions on controversial issues, such as US involvement in the politics and economy of Latin America and the mixed emotions that many Latin Americans feel towards the U.S. We encourage these discussions because they show how important good science is for making good policy and emphasize that science and the healthy functioning of society are intimately related. We encourage students' questions and comments, although we strive to ensure that both sides of any controversy are considered. TERM PROJECTS We require that the students find and correspond with researchers in a Latin America institution on some topic of their choosing (subject to our approval and guidance) related to geological sciences or environmental studies pertaining to Latin America. The students alone or in a team (no more than four) research the problem and collaborate about their findings and questions with the Latin American correspondent using e-mail. A list of researchers in geology departments (with information about their expertise and interests) and societies in Latin America is provided to the students as a starting point. Examples of this work for Fall 2003 and 2004 are: • Volcanoes and earthquakes in Costa Rica • US-Mexico border area pollution (the maquiladora effect) • Water pollution in Mexico City • Mercury pollution in Taxco, Mexico • Volcanism in Colima, Mexico • Brazilian building stones The term project gives students the opportunity to proactively identify and pursue their interests, at the same time they learn about the importance of initiative and networking in research. We are flexible about how the project results are reported, but students seem to prefer oral presentations, which are done during one or two class periods at the end of the semester. MENTORING AND EVALUATING STUDENTS A geography 'pretest' is given at the first class meeting. Thispretestiscorrectedbutnotgradedbecauseitisonly intended to inform the instructor about how familiar students are with the region and to alert the students to the first-order geographic features of the region. Class grades are based on two midterm exams, a final exam, the term project and class participation. All students receive CD-ROMs containing all lecture materials. In addition, several class periods are spent helping the students prepare for exams and the class projects. The class period before each of the midterms is spent reviewing the lecture material that is likely to be covered on the exam. Study guides are distributed at this time. Such review is considered to be especially important because there is no textbook for the course. After the first midterm a class period is devoted to organizing the class into small groups (one to four students) for the purpose of identifying and working on the term project. We emphasize to the students that these projects cannot be done at the last minute and push them early to find a team, a topic and a correspondent and get to work. This is followed up at the time of the second midterm review, by which time the projects, groups, and correspondents in Latin America must have been defined. 360 Journal of Geoscience Education, v. 54, n. 3, May, 2006, p. 357-363PDF Image | Geology, Resources and Environment of Latin America
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