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Geo/Ocean Sciences 91Ҹ Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students Measuring Student Knowledge of Landscapes and Their Formation Timespans Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses SPESS: A New Instrument For Measuring Student Perceptions In Earth and Ocean Science Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory Industry Input Contributes to Geology Curriculum Review Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course Expanding the Use of Classroom Response Systems (CRS): CRS Integration with In-Class Group Activities in Large Classrooms Comparing Student, Instructor and Observer Data to Assess a 7-Year Department-wide Education Initiative Videos for Supporting Faculty Adoption of 91Ҹ Based Instructional Strategies in science courses Measuring University students’ understanding of the greenhouse effect – a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students’ mental 91Ҹ Student Mental Models of the Greenhouse Effect: Retention Months After Interventions University students’ mental 91Ҹ of the greenhouse effect: A comparison of two learning activities in moving students toward expert thinking Changing the Teaching Culture in a Large 91Ҹ Oriented Department Fossils, Facies and Geologic Time; Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students “Invention” Activities in an Introductory Lab: Minerals, Rocks, Biodiversity, & Earthquakes Measuring novices’ field mapping abilities using an in-class exercise based on expert task analysis Geologic Expertise and Field Mapping: Lessons From a 3rd Year Undergraduate Field School CU’s Dept of Geological Sciences – Science Education Initiative Project (GEOL-SEI): A five-year plan to introduce and support an evidence-based and scientific approach to teaching A New Tool for Investigating Undergraduate Attitudes about Earth Science Development and Implementation of an In-Field Assessment Protocol for an Introductory Geologic Field Course Clickers: can a simple technology increase student engagement in the classroom? How "clicker" technology affects students' voting behavior and attitudes. Quantifying student behavioral engagement based on teaching practices in a large class- Awarded "Best Poster" Development of an Introductory Oceanography Concept Inventory Survey 
