Abstract

We used principles of design thinking in developing a prototype of a large (350 students) introductory geology course for non-science majors. Important and ongoing conversations were integral in creating a “small class” feel where students could be comfortable conversing about geologic and scientific processes.

Bios

Glenn Dolphin

Glenn is the Tamaratt Teaching Professor in Geoscience at the University of Calgary. With degrees in both geology and science education, he is engaged in enhancing the learning environment for students, through the use of historical case studies, model-based learning, and embodied experiences such as the VFE.

Robert Kelly

Robert is an associate professor in the Faculty of Arts and adjunct associate professor in the Werklund School of Education where he is academic coordinator of the Design Thinking for Innovation graduate program. His most recent book is entitled Creative Development: Transforming Education through Design Thinking, Innovation and Invention.