Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from Living on the Edge, an InTeGrate curriculum module

The InTeGrate curriculum, Living on the Edge: Building Resilient Societies on Active Plate Margins (LOE), explores geologic hazards and related societal risks at plate boundaries. The curriculum incorporates research-based pedagogical practices and the use of geologic data for students to analyze and interpret. Materials were developed for broad use and have been implemented at 3 institutions in a range of undergraduate geoscience classroom settings. Here we present an analysis of student learning based on new data collected with a pre- and post-LOE curriculum instrument. Results indicate increased student learning in all types of classrooms examined. Learning gains occur in large classes (50–140 students) that spent the least amount of time on each unit (≤ 50 minutes), but students achieve even larger gains in small classes (