Prepared by:

Brandon Karchewski, Ph.D., E.I.T.

( a ) dV = ( a n ) dS
S

Instructor
Department of Geoscience
University of Calgary

Gender
M
F

Count
4
0
7
33
12

Count
37
19

100%

80%

Presented at:
GAC-MAC 2016 Margins Through Time
Yukon College, Whitehorse, YT
June 3, 2016

Q3-3

iRAT
tRAT
Mid
Final

0.54
0.92
0.82
0.89

Final MC Grade

Level
Year 1
Year 2
Year 3
Year 4
Year 5

60%

40%
y = 0.5537x + 0.4684
R = 0.205

20%

0%
0%

20%

40%

60%

80%

100%

Avg iRAT Grade

Score
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Total

iRAT
0
0
2
7
20
16
8
3
0
0
0
56

tRAT Mid MC Final MC

0
8
5
17
22
6
34
18
22
4
12
5
4
8
0
0
0
1
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
56
56
56

The Course

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?

Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
Question: How can I incorporate research supported
techniques in my classes?

Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
Question: How can I incorporate research supported
techniques in my classes in my first year as an
instructor?

Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
Question: How can I incorporate research supported
techniques in my classes in my first year as an
instructor without burning out by February?

Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?

Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
o Peer teaching methods employed across a broad
range of STEM disciplines enhances learning in large
introductory courses (cf. Mazur 1997, Michaelsen et
al. 1982)

Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
o Peer teaching methods employed across a broad
range of STEM disciplines enhances learning in large
introductory courses (cf. Mazur 1997, Michaelsen et
al. 1982)
o Team-based activities focussing on discussion of
relevant problems incorporates constructivist
learning elements (Hrynchak and Batty 2012, Svinicki
2004, Kaufman 2003)

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Question: Can the use of active team-based classroom

activities enhance learning of fundamental geophysics
concepts for senior-level undergraduate students?
o Peer teaching methods employed across a broad
range of STEM disciplines enhances learning in large
introductory courses (cf. Mazur 1997, Michaelsen et
al. 1982)
o Team-based activities focussing on discussion of
relevant problems incorporates constructivist
learning elements (Hrynchak and Batty 2012, Svinicki
2004, Kaufman 2003)
o Team-based learning enhances student engagement
and builds communication skills through peer
discussion (Creelman 2016, Michaelsen et al. 2002)

B. Karchewski (2016). Active team-based learning in the geophysics classroom

The Course (GOPH 547 Gravity and Magnetics):

Topics
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

o Math Fundamentals (Review of vector calculus,

divergence theorem, Poissons equation for
potential fields)
o Gravity Theory (Newtonian gravity theory,
gravitational potential, geoid, motion in rotating
frame, theoretical gravity)
o Gravity Surveying (survey types, instrument
types, survey corrections, density from field
measurements)
o Gravity Interpretation (simple analytical models,
discrete linear inverse methods)
o Magnetic Theory (magnetic potential, dipole
theory, geomagnetic field, magnetic susceptibility,
remanence)
o Magnetic Surveying (survey types, instrument
types, global magnetic surveys)
o Magnetic Interpretation (regional removal,
pseudo-gravity transformation, frequency domain
filtering, upward/downward continuation)

( a ) dV = ( a n ) dS

B. Karchewski (2016). Active team-based learning in the geophysics classroom

10

The Course (GOPH 547 Gravity and Magnetics):

Student population
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

o n = 56 (12 teams of 4-5 students)

o Demographics:
Level
Year 1
Year 2
Year 3
Year 4
Year 5

Count
4
0
7
33
12

Gender
M
F

Count
37
19

Major
General Mathematics
Grad. Geology/Geophysics
Natural Science
Physics
Geology
Geophysics
None

B. Karchewski (2016). Active team-based learning in the geophysics classroom

Count
1
1
1
2
3
46
2

11

Teaching, Learning and Assessment Techniques:

The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

o Direct Instruction (50%): Video

lectures, course notes, standard
lectures
o Formative Team Activities (25%):
In-class practice problem sets
o In-class Quizzes (25%):
Readiness Assurance Tests
(iRAT/tRAT) [15%]
o Problem-Based: Lab
Assignments and Reports [25%]

o Summative Assessment:
Midterm [25%] + Final [35%]

B. Karchewski (2016). Active team-based learning in the geophysics classroom

12

o Use of Teams vs. Groups (cf. Creelman 2016)

The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Group: Several people working together toward a

single deliverable/outcome; dissolved after
completion of the objective; summative peer
evaluation
Team: Several people working together over a
period of time on multiple deliverables/projects;
formative peer assessment

o In GOPH 547 the students worked in Teams

Team Formation
Team Activities
Peer Assessment

B. Karchewski (2016). Active team-based learning in the geophysics classroom

13

o Team Formation
The Course
Methods
Team-Based
Activities
Data Analysis

First lecture icebreaker self-assessment

Students score their preparedness for the
activities in categories of theoretical background,
practical experience and attitude toward working
in teams
Approx. 5 minutes to read the survey, assess a
score and hand in a score card:

Challenges
Closing
Thoughts

3. Jun. 2016

Name

Score

B. Karchewski (2016). Active team-based learning in the geophysics classroom

14

Team Assignment Quiz

Background in potential field theory / vector analysis

20 pts = I have already reviewed the relevant text sections and/or course
notes/videos
10 pts = I remember some of this from a previous course, but I need a refresher
5 pts = I know what a vector is, but do not remember/understand any of the
higher order operations/theorems (e.g. vector operator, vector products,
divergence theorem)

Practical experience with geophysical surveying

20 pts = I have industry or other experience specifically with gravity and/or

magnetic surveying
10 pts = I have industry or other experience with other types of geophysical
surveying, but not with gravity/magnetic
5 pts = I do not have any practical geophysical surveying experience

Attitude toward working in teams

20 pts = I consider myself outgoing and like to help a team achieve goals
15 pts = I am sometimes a leader and sometimes a follower in a team
10 pts = I consider myself shy and prefer to help a team in quiet ways
5 pts = I consider walking my dog a significant team experience

o Team Formation
The Course
Methods
Team-Based
Activities
Data Analysis

Cards sorted from highest to lowest score (takes

approx. 5 minutes in class) and scores are
discarded
Teams dealt out in order of score
Minimal fine tuning of team demographics (avoid
groups with a single member from a minority
group)

Challenges
Closing
Thoughts

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

16

o Team Activities
The Course
Methods

Typical cycle included two introductory lectures,

in-class practice problems and an iRAT/tRAT quiz
Following two such cycles there was a more
significant lab assignment

Team-Based
Activities
Data Analysis
Challenges

Intro
Lecture 2

Closing
Thoughts

Intro
Lecture 1

3. Jun. 2016

Practice
Team Quiz

iRAT/tRAT
Quiz

B. Karchewski (2016). Active team-based learning in the geophysics classroom

Lab
Assign

17

o iRAT/tRAT Quiz
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Pre-Test: Students write a

quiz individually, based on
current module notes and
practice problems (5-6
questions, 20 minutes)
Intervention: Teams write
the same quiz with open
notes and discussion (20
minutes)
Wrap-up: Instructor takes up
the quiz answers (5 minutes)
Post-Test: Related
conceptual questions on
midterm/final
B. Karchewski (2016). Active team-based learning in the geophysics classroom

18

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

19

o Correlated Question Set

The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Gravity
Magnetics
Math & Comp
Mid & Final

Quiz Mid Final Description

2 curl direction
Q1-4
1
3 net outward flux
Q1-5
Q1-6
1 spherical coords
Q2-1
2
Newton's law
Q2-3
14 high altitude; two anomalies
Q3-2
3 13 second vert deriv
5 fictitious forces
Q3-3
4
geoid
Q3-5
5
Q3-6
4 spherical harmonics
6
absolute gravity measurement
Q4-1
Q4-4
7
6 zero length spring
Q6-1
16 underdetermined system
Q6-4
15 upward/downward cont
Q7-3
9 magnetic dipoles
10 pseudo-gravity
Q7-5
Q8-5
11 local mag anomaly

B. Karchewski (2016). Active team-based learning in the geophysics classroom

20

o Questions appearing on Midterm OR Final

The Course

Q1-4

Methods
Team-Based
Activities

Q1-6

Data Analysis
Challenges
Closing
Thoughts

Q2-1

Q3-5

iRAT
tRAT
Mid
Final

0.55
1.00

iRAT
tRAT
Mid
Final

0.57
0.92

iRAT
tRAT
Mid
Final

0.64
0.92
0.91

iRAT
tRAT
Mid
Final

0.65
0.83
0.95

iRAT
tRAT
Mid
Final

0.70
0.83

Q4-1

iRAT
tRAT
Mid
Final

0.47
0.75
0.95

Q6-4

iRAT
tRAT
Mid
Final

0.21
0.75

iRAT
tRAT
Mid
Final

0.55
1.00

Q3-6

0.93

0.88

Q8-5

0.89

0.82

0.71

Statistically significant improvement in

proportion of students giving correct response
3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

21

o Questions appearing on Midterm AND Final

The Course

Q3-2

Methods
Team-Based
Activities

Q3-3

Data Analysis
Challenges

Q4-4

Closing
Thoughts
Q1-5

iRAT
tRAT
Mid
Final
iRAT
tRAT
Mid
Final
iRAT
tRAT
Mid
Final
iRAT
tRAT
Mid
Final

0.44
0.92
0.96
Most questions
0.88
demonstrated good
0.54
retention (at least for
0.92
multiple post-tests within
0.82
the same course)
0.89
0.61
0.92
0.82
0.82
0.64 Divergence theorem; flux integral
1.00
0.47 Changed question details; same concept
0.88 Closer to quiz question

One question had fluctuating results, owing to

changes in how the question was asked
3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

22

o Difficult questions and the role of the instructor

The Course

Q2-3

Methods
Team-Based
Activities

Q7-3

Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Q7-5

iRAT
tRAT
Mid
Final

iRAT
tRAT
Mid
Final
iRAT
tRAT
Mid
Final

0.29 Difficult concept

0.42 Several anomalies; different altitudes
0.80 Instructor intervention

0.13 Confusing concepts

0.08 Dipole N/S and +/-, Earth N/S
0.52 Instructor intervention; still difficult, but improved
0.29 Difficult to get full marks
0.58
0.88 Changed question style; same concepts

When a question is identified as difficult it is

important to identify whether the issue is
conceptual understanding or question mechanics

B. Karchewski (2016). Active team-based learning in the geophysics classroom

23

o The experiential element

The Course
Methods
Team-Based
Activities

Challenges
Closing
Thoughts

Data Analysis

Q6-1

iRAT
tRAT
Mid
Final

0.37
0.75
0.29 Abstract math concept; not involved in labs

Important to include a more involved task than a

quiz to enable deep learning of a concept
3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

24

o Aggregate data supports overall learning gains

on concepts examined in the course
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Score
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Total

iRAT
0
0
2
7
20
16
8
3
0
0
0
56

mean
stdev
cov

0.59
0.11
18%

tRAT Mid MC Final MC

0
8
5
17
22
6
34
22
18
12
5
4
8
0
4
0
1
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
56
56
56

0.88
0.05
6%

0.85
0.11
12%

B. Karchewski (2016). Active team-based learning in the geophysics classroom

0.80
0.13
16%
25

o Aggregate data mapped as correlations between

average iRAT scores and final exam scores
100%

The Course
Methods

Data Analysis
Challenges
Closing
Thoughts

Final MC Grade

Team-Based
Activities

80%

60%

40%
y = 0.5537x + 0.4684
R = 0.205

20%

0%
0%

20%

40%

60%

80%

100%

Avg iRAT Grade

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

26

o Challenges:
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Ego: Often difficult/uncomfortable for experts

to accept that students are often better at
explaining new concepts to their peers than
you are (most of the time)
Staying current: Very important to keep up-todate with the results to identify the difficult
concepts/questions as soon as possible
Administration: Managing the teams and
preparing the team quiz packages takes time;
investing in the creation of well-functioning
teams up front minimizes potential issues

B. Karchewski (2016). Active team-based learning in the geophysics classroom

27

o Closing thoughts:
The Course
Methods
Team-Based
Activities
Data Analysis
Challenges
Closing
Thoughts

3. Jun. 2016

Analysing data on student performance can be

informative and FUN!
Although the focus of this talk was on the
Readiness Assurance (iRAT/tRAT) component,
the problem-based learning tasks were the key
to deep learning
Student feedback reported that they were most
engaged in the course during the team quizzes
(because of peer discussion) and the lab
assignments (because they were difficult and
led to significant learning experiences)

B. Karchewski (2016). Active team-based learning in the geophysics classroom

28

Thank You!

3. Jun. 2016

B. Karchewski (2016). Active team-based learning in the geophysics classroom

29