In academe, I’ve taught at a small private college, a small state college, and since 1992 I’ve been at CU-Denver. I am grateful for my years with industry and the geological survey, mostly because of what that experience contributes to teaching; I still find a campus the most enjoyable of all work places. Denver is a great place to be!

Experience revealed a few negatives too, bringing awareness of the non-idealistic parts of university life that students never see—office politics and resultant stress, snotty infatuations with job titles, abuses of power, and diversion of energy and resources into things which don’t serve anyone. These probably plague every professional setting, but they bugged my "ideal vision" of academe as a place where occupants supposedly should know better. So starting in 1989, I began training myself for a new profession in faculty development— a job which assists faculty to be successful teachers and successful academics —and helps them deal with the non-idealistic facets that make us less than we want to be. In my current work I derive my main satisfaction from helping faculty succeed, which is much like the satisfaction I derive in helping students succeed.

Geology has changed immensely as a science and profession since I entered it, and I have had to readjust my specialty areas and teaching philosophy several times. I began teaching geology by wanting to share my appreciation for nature —a perhaps naive innocent ideal that still remains. Later I attached more importance to helping students enter professional careers, which translated into helping student majors succeed. I studied every conceivable kind of geology during graduate school—much to the consternation of my advisors who valued specialization— and after college I studied what it meant to be a professional geologist and what it took to become one. I embraced and proselytized professionalism in class and that indeed helped to produce graduates who either achieved good jobs or attended excellent graduate schools on full scholarships. I loved this success. But the profession changed—the bottom fell out of the domestic mining and oil industry. Geology departments had packed enrollments when geologists were being laid off by the thousands. I didn’t like the idea of recruiting students into a program where they might not meet their aspirations, so I began looking at ways in which students could use geology in a broader sense to still obtain a natural science job. I developed an interdisciplinary environmental major focused on reclamation that drew together geology, soil science, field biology, civil and agricultural engineering and environmental law. (Reclamation was a highly successful major and remains so at my old institution). As director of that program, I had to change from thinking about geology as a program that produced geologists—to a program that provided critical value to any related field or environmental professional. This broadening proved to be an important 10 years of experience, and has particular influence on this geo- 1090 course.

The combination of the above experiences eventually (I’m not always a fast mind-changer!) produced an insight for me that laypersons can get much more from geology than "nature appreciation." Geology is maybe the only science that can be applied—even from one course—by laypersons in a very direct and meaningful way. All that is required is a willingness to start to think "out of the box" about what is available and how to use it. I began this course here at UCD by calling it "Geology for Homeowners," and it was taught under this title until a curriculum committee decided there wasn’t enough academic snob appeal in that wording. An 8-hour one-day version of this is taught now to Realtors and appraisers through CU-Boulder, and it gets the best rating by attendants of any course in their program. There is an immense need for this kind of training—a huge untapped market. Teaching applied geology to the broader public is a great current opportunity for geology majors who are willing to start thinking out of the usual boxes.

Regardless of class or topic, my teaching philosophy is grounded in three major key words.

Respect is a core tenet of my philosophy. Respect means that we should hold one another in high regard simply because we are who we are. It means that I will respect your questions, use your time as well as I can in this class, and respect your right to a life outside this class. In turn I’ll expect you to treat me and one another with respect. We might disagree and argue; sometimes that discomfort can promote certain kinds of learning. But respect for one another must always underlie both comfortable agreement and uncomfortable disagreement. Our purpose here is to help one another learn, and not to take out our frustrations or dump on one another if we’ve had a bad day. Respect is promoted by reminding oneself to enter the classroom after first checking any negative mental baggage at the door.

Responsibility is another core tenet of my philosophy. I have responsibility to provide solid content, good learning exercises, to nurture a healthy learning atmosphere, and to provide what you need to succeed. Responsibility is also a two-way street. It means that you need to attend class as faithfully as possible, do assigned work as well as possible, readings as carefully as possible, be an active participant in nurturing a good learning atmosphere, and to ask for what you need. There is such a thing as "good teaching practice," but pedagogical methods and "teaching tricks" don’t produce learning. Students taking ultimate responsibility for their own motivation and actions are what produces learning.

Playfulness is undervalued I believe, but it is a way that natural learning occurs. The value of play is firmly documented in animals, and it is also firmly documented in children. Thus, when we enter learning with a spirit of fun, experimentation with the unfamiliar, and doing things, often crazy things, just to see what happens, we start learning at a very deep level. We can look down on how we learned through children’s songs and games, but what lecture content has stayed with us so completely as what we learned in play as kids? When we were playing, we were doing; when we switched to school pedagogy, we often traded doing for reading, listening, and watching. In 1989, R. Pike in his Creative training techniques handbook, tips, tactics and how-to's for delivering effective training (Lakewood Books, Minneapolis, MN, 153 p.) put doing into perspective. He noted that in good-faith attempts to learn we generally retain

When I say "take this assignment and play with it," I mean exactly that. Do something with it that’s fun and uniquely your approach. It may be tough learning to play again at first, but that will change.

Outcomes I want for you from this course.

1. A working awareness of the nature of science,

2. an understanding of the specific course content—in particular its value to you

3. the ability to find and use pertinent geological information

4. an understanding of the value of learning by doing

5. increased ability to communicate technical information to laypersons

6. satisfaction and enjoyment from thinking—enough so that you’ll continue to learn on your own

Geology/Geography 1090 is a course designed to allow you to use geology, even if you have minimal geological training. Further, it’s designed to help you teach what you learn to others. If you are a science major, you’ll be able to teach at greater depth, but even if you are not, you can have just as great an impact.

We have lost billions of dollars in this nation by not educating the public about applied geology. Many professional scientists and engineers, including those who call themselves "environmental," don’t have a lick of geology in their backgrounds. The result is misguided environmental regulation, inappropriate engineering designs, bad land use codes, crippling litigation, and an insurance "industry" unprepared to protect the public from the most obvious natural hazards.

Our planet is a beautiful, fragile, and very unique place within the universe. Our planet is home and it’s natural to love one's home. It is also important to understand the planet if we are to live well on it. Geology is the science through which this understanding is achieved. Geology is not simply learned, it is eventually felt. This course will take a unique approach to geology - namely a very practical approach designed to give you, (a) appreciation, (b) the power of saving yourself thousands of dollars in the largest purchase you will likely make - namely your home and (c) knowledge to help you contribute to and wisely influence policy decisions that affect you more than you probably now know.

Some of us have needs that should be accommodated such as inability to go on field trips, a "learning disability" or color blindness. If so let me know after class so we can accommodate those needs.

This course is presented in a sequence that stresses the most important concepts first through examples. We can then gradually add factual content, practice applying these concepts, and develop abilities to gain our own knowledge.

Geology is the study of the planet’s materials, processes and changes through time . This introductory level course is taught with an emphasis on the role of geology in urban development, especially on domestic dwellings. In the overall scheme of professional geology, this reaches into the subdisciplines of "environmental geology" and "engineering geology." Although there is an emphasis on Colorado's Front Range area, the scope of the course is national and international. We live in a mobile society and therefore we would not be educated if we concentrated only on our local area. Topics covered include asbestos and radon gas hazards, expansive soils, earthquakes, volcanoes, subsidence, erosion, landslides & avalanches, coastal processes, riverine flooding, and a bit of hydrology.

These objectives are based mainly on recognition that you are important and deserve something useful for your effort and expense. You are going to learn a lot! The greatest benefit will be that you will learn to evaluate many problems based on knowledge you obtain rather than having to react simply on faith based on what you hear from "authority."

The course will make use of many learning approaches. We’ll use lots of visual aids, group discussions, field trips, individual assignments, guest lecturers, and a project with a fellow student that results in an updated book chapter. It will get used and possibly published. Do not be intimidated by the last statement about "a project." You’ll get lots of help and guidance and become an expert on one topic.

Students will play a managerial role in guiding this course through a Student Management Team. You will have an effective voice and be in control of your learning. My role with you will be primarily as your guide and colleague.

Student management teams consist of the professor and several students. The students are selected from within a single class, and the team is convened for the specific purpose of improving both the classroom teaching and learning environments. The teams are a means to vest students with more responsibility for success and quality of college education, and to help build academic community with total involvement. They are also a way of stimulating in students an interest in the academic environment, beyond the self-serving experience of obtaining content or formal credit. Serving on a team is a step to becoming a scholar-citizen with the benefits of an increasing awareness of the importance of caring about students, about professors, about teaching and about learning.

Attributes of student management teams (from (Nuhfer and others, 1990-96). Small numbers of around four students plus professor are ideal, but some teams are larger. Regular attendance at meetings is essential, as is maintenance of a written log which is retained by the professor at the end of the course. This log proves invaluable when rewriting the syllabus for the next course offering.

The operation of the team is based on a global charge of shared responsibility:

"Students, in conjunction with their instructor, are responsible for the success of any course. As student managers, your special responsibility is to monitor this course through your own experience, to receive comments from other students, to work as a team with your instructor on a regular basis, and to make recommendations to the instructor about how this course can be improved." (Nuhfer and others (1990-96)

You’ll obtain knowledge initially from my teaching, but increasingly from your own research and reading, from watching videotapes at home, and of course from the internet. You’ll learn the information system of geology, work with me and with one another to gain an understanding of it, and by end of the course you, ideally, won’t need me!

Videotape lending circuit- The topic of this course is extremely graphic, and there are outstanding resources available on videotapes. Although we will sometimes view a short tape in class, I do not intend to use much class time to show movies. In order for you to get the benefits of the resources, we will have a rotating schedule of the tapes in form of a lending library, wherein you will take a tape home after most classes and view it. In order to make the system work, it is imperative that you view the tape on schedule and return it on schedule to class so the next person on the list can get it on schedule. One of the few ways that you can make lots of people angry in this class is to leave the tape at home, at work, or in your car and not bring it to class so that the next person can view it. If you do such a thing, you will be setting back the learning opportunity for everyone in the class. In terms of the grading scheme, the viewing of videotapes falls under the category, "assignments." To get full credit, you’ll submit the completed review sheet I’ll provide as you watch the tape at home. The review sheets will be given out later, after the "add" deadline when we have a final class roster.

These assignments should be very low-stress. Get some snacks, pop open a beverage and fill in the blanks on the review sheet as you watch the tape at home. Better yet - get a few of your colleagues together and have a viewing party. You'll get ahead of the viewing schedule and get to know some people in this class at the same time you're learning in a party atmosphere. What a deal!

One final word, the tapes were purchased by your instructor with his $$, not by the University with tax $$. Please treat these tapes carefully. If a disaster happens—like your black lab’s developing an insatiable taste for Protecting a Flood Prone Home, let me know immediately so that arrangements can be made to adjust the class schedule. While I may make some strange faces and muffled growling sounds I will not stalk you, shoot your dog, lower your grade, or perform other rituals of reprisal.

We’ll assess this course based on meeting clear outcomes—of the broad areas of the course as given in this syllabus and of specific knowledge as given in class. We’ll examine knowledge in each class by looking at what we know about a subject before we cover it, and note our understanding after we have tackled the content—both done before we quiz or test.

The final grade will be based 30% on average of your quizzes or tests, 30% on completed assignments, and 40% on your project. Your project paper will be reviewed at least once (more often if you choose) before you submit it for a grade, so it should generate no less than an "A" unless you abandon responsibility for doing quality work on it.

Your Instructor and How to Reach Him.

Edward Nuhfer - Director, Office of Teaching Effectiveness & Faculty Development

Office - Room 700 UCD Building on 14th St (across Speer Blvd) Usually in office between 10 A. M. and 6:00 P. M.

Phone 303556 - 4915; FAX 303556-2678; Home in Niwot (1-303) from Denver) 652 - 3898

E-Mail (reaches me at home & work): Ed_Nuhfer@maroon.cudenver.edu

You should have had a high school course in chemistry and physical science. However, sincerity, and enthusiasm will overcome any technical deficiency. Science is not for an imagined group of "others" who are supposedly "gifted." The most accomplished scientists are mostly average people with a great dedication to learning and doing. To suppose that enjoyment of science or even careers in science are for "gifted others" is about as valid as saying that the ability to drive a car requires special gifts. The "average" human is a lot more capable than most people recognize. Average people with spirit and commitment accomplish extraordinary things.

The Citizens' Guide to Geologic Hazards Amer. Institute Prof. Geologists

Other materials you'll acquire:

Reprints of pertinent journal articles

USGS Circulars and other free or nearly-free government publications

Instructional Technology Requisite Every student in this class will have a CU-Virtual account. Geology 1090 will have a class site on CU-Virtual. If you are one of the "have-nots" on this campus, meaning you have no computer with web access at work or home, this won’t hurt you, you can do the web work in the student labs or library and make contact in other ways such as the telephone. What I will require is that you send me one e-mail through CU-Virtual that assures me that everyone here can use this software. Afterwards, how much you use it is up to you, but I advise you to give it an honest try. It can help you communicate with classmates and me at all hours, and it is fabulous for transferring files if you want me to look at your project.

This commuter campus is such that even with your best intentions you will not always be able to get to class on time. I know you will sometimes be late and you won't receive sarcastic or humiliating comments when entering. When you do arrive late, enter quietly as possible and check with me after class for any handouts or critical information you may have missed.

Absences and missed tests or quizzes. If you know that you will have to miss class, call me as soon as possible to let me know. If your absence is unavoidable (documented illness, work schedule, family emergency), call me FIRST, then take the time you need, and do not worry. You will be helped and allowed to make up any missed tests or assignments.

If your absence is unexcused, I will not lower your grade simply because you did not attend class, but I won't help you with the missed material either; that includes the fact that I will not produce make-up tests or assignments for an unexcused absence. This is not to "punish" those who choose not to attend class; it is a rule because it simply isn't feasible to place any teacher on the schedules of their individual students and expect the teacher to succeed in their careers. Make the same commitment to your attendance that you expect from me.

Late work is not accepted UNLESS you have first cleared late submission with me. Don't push any late assignments under my office door and expect me to do something with them.

If an assignment is not well-done, I may return it with a "REDO" comment and a phrase "See ME" to explain the problem. If something isn't suitable, I consider it my job to teach rather than to flunk or berate people. Get any help from me that you need to do a good job. Most "REDO" assignments need to be back in my hands within a week after they are returned to you.

Primarily what we decide on, as a class, at least a week before the exam. The only requisite will be that we vary the type of testing so that testing is not all short-answer. You’ll mostly make up the tests and quizzes. There will be no "ambushes;" you’ll see every test question well before you have to answer it.

Final letter grades will follow the scale in percent: A=>93; 83<B<93; 75<C<83; 65<D<75; F<65 calculated by a weighting of 30% on average of your quizzes or tests, 30% on completed assignments, and 40% on your project. A computer spreadsheet will round your average to a whole number. If that number happens to be a "borderline" number such as a "93," you will obtain the higher letter grade of the two bordered letters.

From time to time, I will pass a printout from a spreadsheet to you that shows points acquired in each activity, total points accumulated to date, and your current percentage at that time. This insures that your calculations of grades can be checked with what is in my own record (yes, professors can make typos in recording your grade—and this one is particularly ham-handed on a keyboard). Keep all your returned graded quizzes and assignments in a safe place, such as in a 3-ring binder, so you have a record that you can use to verify any problem in record keeping.