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ALL 100-LEVEL G&G COURSES, FALL 1984 TO FALL 2007

ALL 100-LEVEL G&G COURSES, FALL 1984 TO FALL 2007. Mahalo to Gary Rodwell and Susan Glanstein (U.H. M ānoa STAR Program) Scott Rowland and Davin Morimoto (G&G). ENROLLMENT vs. no. SECTIONS OFFERED. GG101: Kind of a trend GG101L: Kind of a trend GG103: No clear trend. 201 lab. UHM DP.

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ALL 100-LEVEL G&G COURSES, FALL 1984 TO FALL 2007

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  1. ALL 100-LEVEL G&G COURSES, FALL 1984 TO FALL 2007 Mahalo to Gary Rodwell and Susan Glanstein (U.H. Mānoa STAR Program) Scott Rowland and Davin Morimoto (G&G)

  2. ENROLLMENT vs. no. SECTIONS OFFERED GG101: Kind of a trend GG101L: Kind of a trend GG103: No clear trend

  3. 201 lab UHM DP TOTAL 100-LEVEL ENROLLMENT IN G&G COURSES 2 possible contributing factors Fall 2001: Oceanography 201 added a lab to their course Spring 2002: DP (UHM Phys. Sci. Diversification Requirement) choices increased

  4. Pre-2001 Post-2002

  5. TOTAL 100-LEVEL ENROLLMENT IN G&G COURSES Max combined enrollment ~450 Western Washington University: annual enrollment of 1800-1900 (GURs + majors) “The bulk of our 101 students are just trying to meet the GUR requirement. We encourage our majors to take Geo211 which serves another few hundred students a year.”--J.C-A.

  6. SOEST units part of A&S prior to 1988

  7. 48% UHM Bachelor’s Degrees awarded in Arts & Sciences

  8. “I know that students often say they took geology rather than biology or chemistry because they heard it was a great class. The commitment to teaching makes a huge difference. Everyone on our faculty teaches 101 at least once or twice a year (we teach 6 classes a year) and a quick skimming of course evaluations (they're published online) indicate that all of the 101 faculty are pretty strongly appreciated by students. --Jackie Caplan-Auerbach, WWU Faculty Western Washington University: annual enrollment of 1800-1900 (GURs + majors)

  9. “In the end you are right though, the most important thing is to make the course interesting.  A lot of students (but not all) are looking to get something more positive out of a class than just a check mark on a box towards graduation.   We want those kind of students in our classes.  From talking to the undergrads in 201 (and the office help etc.) it seems to me that most of the classes students take are taught by people who don't seem to care and who have no passion for the material.  What gives us the edge over those people (in my opinion) is that as we are all active researchers we have a passion for our field, students pick up on that and will return the passion by paying attention and actually learning something.” --Chris Measures, Oceanography

  10. Teach great classes • Remove institutional • barriers to enrollment

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