Physical Sciences Department Gary Calderone Geology Instructor

Calderone Home Page

GLG101 | GLG103

Class Schedule & Office Hours

Field trip information

Exciting links to other Earth Science Resources

Teaching Activities

Philosophy and Methods

My educational philosophy is probably best summed up with the phrase "whatever works"! Numerous psychological and educational studies of human learning suggest that there are four basic types of learners- analytical, discussion-oriented, common-sense, and dynamic. Consequently, I employ a variety of teaching techniques including some cooperative learning exercises (most modules in the geology laboratories are designed as cooperative learning exercises), computer exercises, interrogative lecture, and multimedia presentations.

I am aware that adult learners have complicated schedules and responsibilities. I expend significant effort to provide reasonable accommodation to aid in the retention and success of my students. I also work closely with the Disabled Students Resource Center to successfully overcome various impairments that might otherwise have prevented students from passing my classes. With an average of 220 students per semester, two to ten of whom may have some sort of documented disability, these efforts take significant time in terms of preparing special and make-up assessments and learning tools.

I try to relate my course content to address the practical concerns of my students- from evaluating the geologic hazards associated with real estate purchases, to Earth resource management, to environmental hazards, to the real political impact of their votes on Earth Science related issues. I attempt focus attention on the important material in the courses. My lecture note outlines are available via the reserve desk of the library and are downloadable from this site). In the course syllabus, I outline the grading system, the types of exams and quizzes and homework assignments, and the study materials that students may find useful in addition to the required texts. Prior to each quiz and exam, I go over the material they should know and give them a few sample questions that might be on the exam (and I usually put them there).

Recognizing that for many students, this course may be their first glimpse into a college science, I strongly encourage students to meet with me if they are having problems or just to talk about the material. In addition, we have established a "GeoAssist" program, wherein I spend two to three hours per week in the lab just to help out with questions or problems on any content area in any geology class. Students are also encouraged to phone in or e-mail questions. I also try to encourage questions during class and concentrate on making them feel that their questions are important and not "dumb". In lab classes, we set up practice tests prior to their actual practical exams over minerals and rocks. I also have been able to learn all my students names, usually within the first few weeks of class. In fact, I begin each semester with an "icebreaker" session where students mingle for a few minutes and get to know me and each other.

Wayne Johnson and I, with the recent addition of Steve Kadel and Pam Nelson, and with occasional help from Bob Thompson and our part-time faculty have also contributed numerous hours and days to our GLG103 and 104 field excursion programs. We have been able to take about 150 students per semester into central Arizona to experience, first hand, the geological features and concepts they have studied in lab and lecture. We run four to five (Saturday or Sunday) trips per semester. In addition, our GLG229 course is tailored to provide field experience to K-12 educators, geology majors, any interested students of geology.

I have taught both lecture and lab sections of Physical and Historical Geology to student audiences ranging from intimate groups of 18-20 to large groups of more than 60. My usual teaching load consists of three GLG101 lecture sections with 48 students each, and four to five GLG103 lab sections at 24 students each.

Evaluation of Educational Materials & Current Research in the Earth Sciences

New texts, videos, CD-ROM multimedia presentations, and laser discs are constantly being produced for classroom use in geology and the Earth sciences. I spend some time reviewing these for potential use in our classes/labs to ensure that our students are getting the highest-quality resources available. In this context, I occasionally perform formal written reviews of texts and multimedia presentations for various authors and publishing companies. In addition, I feel obligated to stay informed of advances in the state of the art of geology itself. Toward this end, I periodically review professional scientific literature.