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Scholars Academy Historical Geology
Course Page
"This is an 'Honors-level' discussion-oriented course. The
focus of discussion will often be major themes in the history of life or the earth's
history; learning to "think" scientifically; unraveling the assumptions behind a
theory; or---most interestingly--- considering controversial proposals that challenge the
geological orthodoxy. I think dissenting voices are always food for reasoned
thought."
--
C.A. Thornton
About my role in Honors courses
I have been affiliated elsewhere with Honors level coursework in geology off and on since
1991. I served as chairperson on the original committee which started the process of
developing an honors program at TJC, so I have a special interest in the success of my
students and in the success of honors studies here at TJC.
Who may be admitted to the Scholars Academy
Historical Geology Course?
This page has been created for students who are interested in my Scholars Academy
course, currently in development and scheduled to be taught during spring semesters only
starting in Spring, 2002.
This course, as you will note from the information below, is formatted differently from
the regular sections of Historical Geology. It is especially designed with the
abilities of the TJC Honors Academy student in mind. It is currently for Scholars
Academy members only, but may be opened at some point in the future to select Phi Theta
Kappa Members.
The Scholars Academy is the name of the Tyler Junior College Honors Program. More
information about the Program itself can be found on the Scholars Academy web page.
Instructor's Statement and Philosophy
Regarding Honors Courses:
Maybe what we are doing in the traditional college classroom with gifted students
is all wrong.
Traditionally, we teach a "canon" of information first; then we get to apply
that canon using critical analysis at the graduate level. The trouble is, at the
undergraduate level, the system operates by force feeding the student a body of facts and
figures.
This canon of information is learned by rote memorization---and for the astute student,
this could be learned independently from a book or set of lecture notes. Then, an
evaluation of "learning" is made by measuring how many facts students can cram
into their heads. I'm a part of this system, and I don't like it one bit.
Perhaps a better way for the honors student is to evaluate the application of these
ideas to problems. This is to me a much more honorable endeavor, and we can see the level
of sophistication increase as the student learns. The job of evaluation is both more
complex and rewarding. To find out what a student thinks---how they think and why
they think this or that---requires both give and take, an exchange, between teacher and
student.
It is interactive. It demands that a teacher pose questions and then guide the exploration
of a topic. It demands that the teacher be both a facilitator and a kind of modern
Socrates. It demands both learning and thinking.
And--I think it is a better way.
How is the course set up?
First, let me say that this is a very different kind of class, and the structure of
the course is still fluid, and under continued review. I'd venture to guess that it is
likely to continue to be different from year to year.
There will be a set of notes that I will quiz from weekly or biweekly over the
"canon" of facts and figures that you must complete to be able to get credit for
the course. This set of course notes will be like a book for you to study from.
Class time will be spent discussing the articles you have read and thinking about the
ideas presented in them. This will make up the bulk of the course. We'll have some group
readings that are read by the entire class to introduce us to a topic we'll study in
greater detail, and also smaller groups for discussion and presentation.
These readings will sometimes be groundbreaking ideas in historical geology...more often
they will present startling new ideas for our consideration. They may also be
unconventional, sometimes controversial---but they will always be interesting. I consider
these kinds of readings "idea foods" because they present interesting ideas and
then give us something to generate our own ideas from.
Primarily these discussions will be student led, instructor guided, with a round-table
feel. That means I get to move away from the podium and interact with you and the rest of
the class.
Occasional quizzes and summaries may also be required over the class readings, to keep you
on track and to make sure we are getting what we need from our time in the classroom.
We'll have about three exams over assigned readings and discussions and a final exam, and
there will be a variety of lab work. Scholars Academy members will sign up for any regular
section of Historical Geology lab.
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