Downloadable version of these testimonials (32.0K)

“I am pleased to see the final chapter on global change; most students assume that climate change is a political debate, so it is nice to see a textbook that discusses the science behind the news.”

“Among the best Earth Science texts I have encountered at showing how geologic materials and processes directly relate to the ‘human condition.’ Concept Maps, Key Points, and Checkpoints are great tools to enhance student learning and comprehension.”

“I have to compliment you on putting together Checkpoint 3.3. This was probably the best evaluation tool I have seen for determining whether a student really understands the meaning of the words we use to describe the scientific method (hypothesis, prediction, etc.). Absolutely stellar.”

“I love the voice the authors use. Reading the text is like listening to a very intelligent but down to earth friend explain a difficult topic. The authors are excellent at organizing and presenting the material….The illustrations are superior to other texts in all ways.”

“I absolutely love the idea of the checkpoints and would probably assign them as homework to accompany the reading of the chapter. I think that they are effective, particularly because they occur throughout the chapter rather than at the end.”

“This was kind of a neat idea, and the questions do get quite challenging at higher orders. I feel these are good things for students to do while studying, with the idea that if they understand the higher order questions they will understand concepts better for exams. I thought these checkpoints have some very well formulated questions in the chapters I reviewed.”

“I like the fact that the authors are mindful and well versed in science education research and pedagogy. This aspect of the author’s background is evident in the design of the Checkpoint questions….”

“The use of Concept Maps and Venn Diagrams is fairly cutting edge for introductory Earth Science textbooks that I am familiar with. This is probably the most innovative aspect of this book and distinguishes it from similar texts, even though the content is presented very similarly to other texts.”

“I plan to change the way I present material in class by following examples demonstrated here. Students need to comprehend the significance and relevance of the material to them personally or to society in general BEFORE they are bombarded with scientific terminology, facts, and figures. You can’t teach anyone who doesn’t WANT to learn. This text presents material in a way that gives the students a reason to WANT to know about things that affect their lives BEFORE they have to learn it.”

“I think the authors do a great job. I love how inquiry based learning … are integrated into the chapter content.”

“Way better. This book is gonna rock when it’s finished."

“Hell, yes. It will be way better than what’s out there.”

“Yes. Because it aims to do what we aim to do in our earth science course—bring science and geology to the non-science-oriented masses."
“Hurry up and get it published! I REALLY want to use it next semester already.”

“I would consider adopting this text. I think that the direction of the text matches my teaching style. I also think that the goals that the authors have for the text are similar to the goals I have for my class. The design and layout of the text complement the material I present in class. Finally, I think that the pedagogical tools in this book make it stand out from other texts and they have been integrated into the material in a non-intrusive manner.”

“This text is so much more entertaining to read as compared to a traditional text. I can’t help but think the students would find it a valuable learning tool as opposed to a textbook that they consider a waste of money and something they never even opened.”

“I am already planning on it. I need to be more engaged with the students. We build our program through our entry level geology courses. If it’s engaging, the students will both learn and enjoy it, thereby increasing the likelihood of students becoming geology majors.”

“I would definitely consider adopting this book for my course. This is a strong endorsement because I have not used a text for this course for over five years.”
“Finally, it would appear that a textbook that emphasizes the ways that students learn and understand concepts is indeed possible. This manuscript is a clear departure from the traditional textbook which is often little more than a factual catalog written with all the dryness and emphasis on vocabulary that most students associate with science texts. The authors are to be congratulated on their willingness to take on the challenge of writing a textbook which could be the prototype of how future texts should be written.”

“Yes, I will consider it, and not only because I am tired of the text I’ve been using. I think this text (Good Earth) is much closer to hitting the goals it sets in terms of being a more effective learning tool for students.”

“I think the links to daily life are excellent. I think the eyewitness accounts of the Southeast Asian tsunami are gripping. This text is certainly more interesting than other texts that I have used. It has much more of a link to everyday lives of students (and professors!).”

“It is set up very user friendly and will make it easy for instructors to create an interactive learning environment. Also, the way the chapters and questions are laid out, students will know exactly what they should be getting from the chapter and how to test their knowledge and skills.”

“Yes, definitely…. I desire to make my lecture more open to student inquiry and activity. This draft is certainly more suitable to that objective than the traditional Earth Science text.”