Historically “field camp” was a core component of upper-level curricula in geology programs. Learning goals focused on integrating prerequisite knowledge obtained in intro-level courses with real-world application. Field camp provided opportunities for development of problem-solving and critical thinking skills, exposure to technology, etc. It was also valuable for helping students develop career interests. Nonetheless logistical, and resource issues impacted the success of field camp experiences. Smaller geoscience programs dropped stand-alone field courses, in favor of one-on-one research experiences/capstones for upper-level undergraduates. Other programs closed.

In an effort to reverse the decline in majors, programs across the country are once again experimenting with the inclusion of field experiences in multiple levels of their curricula in order to attract majors and enhance skill development. Whether in the form of introductory field trips, “first-year experiences,” or even “mini-field courses,” programs are seeing success in their recruitment efforts, but at a cost. The specific learning objectives of field experiences have been modified so that concepts are only introduced by such field experiences, while integration of concepts and development of critical-thinking skills are not typically emphasized.

In order to meet the learning objectives met by the traditional field camp, now supplemented through independent research experiences, another field course model is being developed at Shippensburg University. Here upper-level students take a 9 day, international field experience with a semester-long, seminar course that emphasizes collaborative learning, data collection and independent research. Students select research topics based on interests and curricular background during the field experience and through weekly discussion and readings thereafter, they integrate topical knowledge and skills from other courses in order to evaluate field data and analyze these data against published data sources. The quality of student research projects, and their appeal was significantly enhanced by the multi-disciplinary approach, an extended timeline, multiple constructive peer-reviews, and the expectation that they present their research projects to a campus-wide audience.