The effects of course redesign on an upper-level geochemistry course

Introductory courses have received most of the attention in efforts to improve the learning environment in college science courses, but upper-level courses also benefit from a focus on learning goals and the use of alternative teaching methods. For a junior/senior geochemistry course I have successfully incorporated various methods of cooperative learning, including group analysis of questions or problems during class time, and long-term collaborative projects. Traditional exams have been replaced by frequent assignments, project reports, oral presentations and a reflective course summary. Student feedback, achievement, and course evaluations indicate that students reach higher levels of learning and satisfaction that bode well for long-term retention of concepts. The data suggest that working collaboratively during class, discussing homework in class before the due date, and giving regular, timely feedback on assignments are the main reasons for the positive outcomes.