Improv games in geoscience courses

Abstract

Improvisational or “improv” theater is a live form where the elements of a scene are made up during the performance. Research in various academic disciplines has found the use of improv in classrooms beneficial. However, there is no such literature of use in the geosciences. Presented here are the results from two semesters of nearly daily usage of improv games in upper division geoscience courses (Mineralogy and Petrology). Results from a student perception survey indicate agreement in the usage of these games toward: 1) fostering a community of practice, and 2) developing students’ transferable skills. The former benefits learning in the course and may increase retention of a more diverse student body. The latter prepares students to be adaptable in a dynamic workplace, preparing future scientists to contribute to societal challenges. The role improv might play in a classroom that employs active learning strategies is also discussed.

Keywords:

• Improv
• communities of practice
• transferable skills
• diversity
• active learning

Acknowledgements

This paper was greatly improved by suggestions from 2 anonymous reviewers and the JGE editorial staff. Suggestions from the JGE C&I editor greatly improved an earlier version of the manuscript. The author thanks Shelley Masar for comments on the manuscript, and AnneLynn Gillian-Daniel for providing a framework for the survey used in this study.