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Zhu is an active participant of the Scholarship of Teaching and Learning Program at Indiana University. In 2006, he became a Fellow of Lilly Freshman Learning Project. He is particularly interested in integrating his environmental research with teaching non-science majors basic environmental and scientific literacy.
Friday, September 24, 2010, Dogwood Room, Noon - 1:30pm
The Case Study Method for the Assessment of Student Learning: Using Scientific Reasoning and Deep Geological Time to Predict Future Environmental Impacts
In this research project the investigators examined the effectiveness of using a case-study about local environmental issues to assess student learning in an introductory environmental science course. In conjunction with distance-metaphor building exercises and other scaffold learning activities employed throughout the semester, the case-study determined how successful non-science undergraduates were at conducting scientific reasoning to understand and apply the concept of deep geological time.
Keynote address & Workshop
Title: Decoding Deep Geological Time and the Advancement of Scholarly Teaching
Chen Zhu, Leah Shopkow, and George Rehrey, Indiana University
an event of
“Decoding Scholarly Teaching and Student Learning”
February 17 – 18, 2011
Kent State University
This presentation will discuss scholarly teaching and its relationship to both theories of difficulty and disciplinary ways of knowing. We also distinguish between “bottlenecks” to learning and threshold concepts, before moving on to completed project where students are asked to understand and apply the concept of deep geological time.
Based upon the seven-step “Decoding the Disciplines” process, this research project examined the effectiveness of using a case-study method about local environmental issues as a way to assess student learning in an introductory environmental science course. In conjunction with distance-metaphor building exercises and other scaffold learning activities employed throughout the semester, the final assessment determined how successful non-science undergraduates were at conducting scientific reasoning to understand and apply the concept of deep geological time.
Learning Deep Geological Time in Environmental Geology, with George Rehrey
Imai, T. and Zhu, C., (2002) Undergraduate research in the hydrological laboratory at the University of Pittsburgh. Geological Society of America Abstr. with Programs, v. 34, no. 6., p. 203.
Zhu, C. G. Rehrey, B. Treadwell, C. C. Johnson, Looking Back to Move Ahead: How Students Learn Deep Geological Time by Predicting Future Environmental Impacts. Journal of College Science Teaching - A peer-reviewed journal published by the National Science Teachers Association. Submitted May 15, 2010.
Principles of Hydrogeology (G451) Click for Table of Content
Geochemical Modeling (G586) Click for Table of Content
In fall 2005, I was invited to give a three-day short course on Geochemical Modeling at the University of the Witwatersrand, Johannesburg, South Africa. The sixteen participants came from the University of the Witwatersrand, University of Free State, University of Swaziland of Swaziland, Masaryk University of Czech Republic, Anglo Platinum, Angola Gold Ashanti, South Africa Nuclear Energy Corporation, Eskom (the largest electric utility company in Africa), SRK Consultants, and Golder Consultants.
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