Student visualization of spatial and temporal relationships traditionally has presented a challenge unique to geoscience faculty. In California, however, the existing teaching problems are being exacerbated as a growing population of students for whom English is the second language is being incorporated into university communities. This inexorably growing concern of communication of scientific concepts and principles to an audience with lower levels of English facility requires a fundamental modification of our teaching philosophy and the methods of delivery of the information in the classroom. Additionally, because of societal influences, contemporary students are oriented toward visual learning rather than auditory learning. Although no single solution to our academic dilemma exists, one potentially fruitful direction, offering substantially increased efficacy in educational communication, lies in the subordination of the spoken word to alternate communication methods. Short, computer-animated simulation sequences carefully linked to oral lecture material, can be used. In this scenario animations will be presented in the classroom using existing television monitors and video tape players. To implement instructional simulations and thus improve student comprehension of geologic relationships, this proposal seeks support for the purchase of computer equipment to create and record animated sequences appropriate for classroom/laboratory instruction. To maximize use of the modules, descriptions and single frame examples of all modules will be placed as web pages on our existing web server for browsing. Copies of animations can then be obtained by contacting the writer. If interest is sufficient, the files will be made available on the web server for direct downloading.
