T204 The Future of Geoscience Field Courses I

Wednesday, 31 October 2007
8:00 AM - 12:00 PM

USING TRADITIONAL FIELD METHODS TO HELP STUDENTS IMPROVE OBSERVATIONAL SKILLS AND DEVELOP EVIDENCE-BASED INTERPRETATIONS

Paper number: T204-11
Program: Technical Sessions
Time: 10:20 AM – 10:35 AM

Authors

Abstract

The summer field camp experience provides many students with their best opportunity to observe geologic features whose spatial distribution, size, and shape will impact the students' future careers as geoscientists. Oklahoma State University's geology field camp near Canon City, Colorado focuses on time-tested traditional methods of geological mapping and field work. The curriculum consists of an introduction to field techniques (pace, orienteering, strike and dip, Jacob's staff), sketching outcrops, section measuring (one illustrating facies changes), three mapping exercises (of increasing complexity), and a field geophysics project. Accurate rock and contact descriptions are emphasized and attitudes and contacts are mapped in the field. Mapping is done on topographic maps at 1:12,000 and 1:6,000 scales; air photos are provided. GPS-assisted mapping is allowed, but locations are recorded in the field and confirmed visually. The course includes field trips to the Cripple Creek and Leadville mining districts, Florissant/Guffey volcano area, Pikes Peak batholith, and Spanish Peaks radial dike swarm. The field trips emphasize aspects of geology that are not stressed in the field exercises.

Students write concise reports on the geologic history of the map areas based on their accurate descriptions of geologic features. Students are grouped into teams to (1) introduce the team concept that is a fundamental component of many professions, (2) ensure safety, and (3) mix students with varying academic backgrounds and physical strengths. This approach has advantages and disadvantages. Students with academic strengths in specific areas assist those with less experience, thereby becoming engaged in the teaching process. However, some students contribute less to final map projects than others, and assigning grades to individuals within teams can be difficult.

The greatest challenges we face involve group dynamics and student personalities. We continue to believe that traditional field methods, aided by (but not relied upon) new technologies, are the key to constructing and/or interpreting geologic maps. Asking students to support their interpretations using carefully documented field evidence teaches a skill that will benefit them thoughout their professional careers.