This site from SERC's Starting Point explains that active learning is a student centered approach in which the responsibility for learning is placed upon the student, often working in collaboration with classmates. Links to examples of Active Learning techniques are included on the site.

This exercise is intended to connect students to geology and to remind them of the diverse ways in which people, including geoscientists, relate to rocks. Groups of students are asked to examine rock samples from specific perspectives such as sculptors, landowners or geologists, and then present relevant observations and questions. Next, individuals write one-minute papers summarizing what they have learned and evaluating the activity. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

In this lab, each student or small student group "adopts" a different outcrop or road cut, describing and interpreting both the outcrop scale features and hand specimens. This website provides a context for the use of this lab, and describes learning goals, teaching notes and assessment. It also includes downloadable handouts and other teaching materials.

This online computer game deals with why allosaurs hunted as they did, as well as how. The student needs to balance the need for food for energy and growth with the risk of being savaged by one's potential prey or killed outright by another allosaur. The "Big Al" starts out as a 0.2 kg hatchling and ends up as a hunter of sauropods and a parent to the next generation of allosaurs. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

This site from SERC's Starting Point offers sample rubrics that can be used for informal and formal evaluations of the Gallery Walk. These rubrics range from group participation to the quality of oral and written reports.

This site from SERC describes creative methods that instructors can employ to entice students into answering Just-in-Time Teaching (JiTT) questions. Responses can be evaluated for accuracy or for completion. A JiTT assessment rubric example is outlined.

This exercise opens up discussion on global biodiversity loss. Students count the number of species they can find in a five-minute block of time in both an urban green space and natural, unmanaged forest area. They will begin to recognize low and high biodiversity areas and understand what affects biodiversity loss. This exercise can be completed in one normal two-hour lab session. This SERC Starting Point site includes learning goals, context for use, teaching tips, assessment, and references.

This laboratory activity gives an example of the creativity required when teaching non-native rock types. In order to study igneous and metamorphic rocks in central Florida (a huge area consisting solely of sedimentary rock), geology students examined building stones in downtown St. Petersburg. Each student picked a particular rock type used in a particular way (structure, decorative facade, etc.), performed geologic tests on it, read up on its properties, history, and uses, and prepared a paper on it. Part of the way through the project, the entire class held a walking tour, during which each students' building (and its stones) were visited, and the student studying that type of stone told the class what they had found out about it. Building on this context of use, this website describes learning goals, teaching notes and materials, methods of assessment, and additional reference and resource links for this field lab.

In this activity, students write an essay on the history of scientific discoveries in the field of dinosaur paleontology. The essays are then evaluated via Calibrated Peer Review. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

At this website, the Chemistry Learning and Support Studios offers directions for how to use Calibrated Peer Review (CPR). The site links to the CPR homepage (http://cpr.molsci.ucla.edu) for helpful handouts and white paper and FAQ information. They also provide information regarding how to use CPR in the classroom, upcoming CPR workshops, and tips for instructors. Users can also access a Power Point and streaming video overview of CPR.

In this activity, students read an article entitled "Why Study Geology?", then write an essay addressing points listed in the Writing Prompt. After this, students are introduced to the process of Calibrated Peer Review and evaluate their papers. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

This activity explores the significance and geologic history of the Kerguelen Plateau Large Igneous Province, as revealed by Ocean Drilling Program (ODP) Legs 120 and 183. After examining all the source material, the students write an essay addressing the important points that they have learned. The Calibrated Peer Review interface is then used to give feedback on the essays. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

In this assignment, students explore the origin and distribution of oil and gas in a region of global significance. Also included are the geologic history and the socio-political and environmental issues associated with hydrocarbon exploration and production. Students then walk through an online case study and write an essay addressing important points that they have learned. The Calibrated Peer Review interface is then used to give feedback on the essays. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

Calibrated Peer Review (CPR) is a Web-based program that enables frequent writing assignments even in large classes with limited instructional resources. CPR can reduce the time an instructor now spends reading and assessing student writing. This CPR website allows users to login and use the web-based CPR program online. Users can access overview information of the CPR program, software requirement s and features, and CPR support. The site also has an assignment library, tour of the program, a listing of upcoming workshops, and news.

This Starting Point module provides information and links on what campus-based learning is, why it should be used, and how to implement it in a course. Links to campus-based learning examples and references are also included.

This site offers a list of references related to campus-based learning. References include online and printed resources.

This semester-long project uses the nitrogen budget to link campus operations with local ecology. Students can work independently or in groups to research the inputs, outputs and subsystem transfers of nitrogen on their campus. The data could be used to evaluate the effect of campus sustainability efforts, energy efficiency options, and other campus policies. This SERC Starting Point site includes learning goals, context for use, teaching tips and materials, assessment, and references.

This essay discusses what U.S. public school teachers are allowed to say about evolution and religious creation accounts. Eugenie Scott, the author, cites and describes the relevant legal cases that have been judged. The essay also contains links to other essays on the topic of teaching evolution in public schools.

This website provides resources for teachers who are looking for methods to incorporate student research projects into their teaching. The site provides several case studies of how research has been incorporated into courses such as structural geology, hydrology and geography. For each example, the teacher has provided their methods, results, tips, and references. In some cases the assignment is provided. This site would be useful for faculty looking for ways to add research projects to their courses. This resource is part of the Using Data in the Classroom collection. This resource is part of the Using Data collection. http://serc.carleton.edu/usingdata/