The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences (original) (raw)
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Journal of Geoscience Education, 2019
Recent literature has demonstrated the importance of fieldwork in geology. However, as resources become scarce, field experiences are often targeted for cuts. This was the case at the University of Calgary when massive enrollments placed a tremendous burden on resources. In courses throughout, field trips and other excursions were eliminated, making it so students do not have any field experiences until their third year. In response, we have developed three virtual field experiences (VFEs) of geologically relevant locations near Calgary. A burgeoning technology, VFEs offer advantages of convenience and versatility when compared to actual field trips. Our VFEs comprise drone-captured images used to form high-resolution 2-D photomosaics and 3-D computer models. We piloted one VFE in an introductory geology course. We wanted to understand how students engaged with the models so that we could make the VFE as effective as possible. Observing student engagement over two iterations allowed us to make changes to the activity. We found that students had difficulties with the VFE’s open endedness. They also demonstrated difficulty with the relationship between observations and inferences. This is indicative of a broader issue with how geology (or science in general) is taught. Traditional instruction in geology places great emphasis on the “what” of geology as opposed to the “how.” We contend that teaching geology with more emphasis on how geology works will help students develop a better understanding of the relationship between inference and observation, enhancing their fieldwork and their understanding of science.
In response to the COVID-19 pandemic, and resultant cancellation of geoscience fieldwork, as well as outstanding accessibility issues inherent in conducting fieldwork, we developed a virtual geological fieldtrip (VFT) to the Huronian age deposits in the Whitefish Falls area, Ontario, Canada. This region is a geologically significant site in which many Ontario universities conduct undergraduate teaching due to the high-quality exposures. In this contribution we describe and comment on the development of this openly available resource, the motivations in doing so, the challenges faced, its pedagogical impact and relevance, as well as provide suggestions to others in the development of such resources. Our multimedia VFT combines 360° imagery, georeferenced data on integrated maps, and multi-scale imagery (aerial/drone, outcrop, and thin section images). The VFT was built using the Esri Storymaps platform, and thus offers us the opportunity to review the effectiveness of building such r...
Virtual Field Guides are a way for educators to tackle the growing issue of funding pressures in areas of higher education, such as geography. Virtual Field Guides are however underutilised and can offer students a different way of learning. Virtual Field Guides have many benefits to students, such as being more inclusive, building student skills and confidence in a controlled environment pre fieldtrip and can increase engagement in the topic studied. There are also benefits to the educator, such as reduced cost, more efficient students on fieldwork tasks and the ability to tailor and update their field guides to suit their needs. However there are drawbacks in the challenge of creation and their outcome as educational standalone tools. This paper reviews the literature around the benefits and draw backs to the creation and incorporation of virtual field guides in geoscience education.
The Appalachian Geo-STEM Camp: Learning about Geology through Experiential Adventure Recreation
2019
The inaugural Appalachian Geo-STEM Camp (AGC) was a partnership between West Virginia University (WVU), the U.S. Geological Survey (USGS) and the West Virginia Geological and Economic Survey (WVGES). Designed to engage high school students in geoscience-oriented Science, Technology, Engineering and Mathematics (STEM) activities through adventure-based outdoor recreation, the inaugural AGC took place in June 2018, with its base operations at the WVU Natural Resources Center (NRC), located northeast of Morgantown, West Virginia. The goals of the AGC are to increase the knowledge of the teenaged campers about the geological formations and biodiversity in the region, to acquaint them with geologic mapping technology used by USGS, WVGES, and WVU, and to foster interest in STEM-based careers. Nine students participated, with a cadre from the USGS, WVGES, and WVU teaching lessons in local geology and ecology. Inaugural-year efforts were focused on development and logistics of the camp and what activities best complimented the STEM research. Post-evaluations by the participants were generally favorable. Year-two goals are to fully develop a curriculum and conduct a thorough pre-camp and post-camp participant survey to quantify learning objectives and guide the sustainability of the effort.
2020
The undergraduate geoscience experience typically culminates in a field-based capstone course that utilizes outcrop mapping, geologic observation, and interpretation across multiple disciplines to provide the graduating geologist with fundamental field-mapping skills. However, due to the COVID-19 pandemic, many of the field-based geoscience programs have been temporarily suspended or shifted to an online format. To address the demand for graduating seniors in the broad field of geoscience, the South Dakota School of Mines and Technology developed an innovative hybrid course consisting of two parts: (i) a 14-day online course on geological field methods, followed by (ii) a 15-day in-person geologic mapping course based out of Rapid City, South Dakota, USA. Analysis of this new hybrid course provides a benchmark on how to develop and execute field-based geoscience education with greater accessibility to field geology through a combination of online and face-to-face teaching. Our hybri...