18 Connecting K–12 and Higher Education: What Teachers Need, What Faculty Can Offer

Monday, 21 March 2016
1:30 PM - 5:30 PM
Meeting Room 4

GIS–ENHANCED GEOMORPHOLOGY LABORATORY EXERCISES FOR UNDERGRADUATE GEOLOGY AND ENVIRONMENTAL SCIENCE CURRICULA

Paper number: 18-5
Program: Theme Sessions
Time: 2:40 PM – 3:00 PM

Authors

Abstract

Geomorphology underpins our understanding of surface landscapes and ecosystems and thus is an integral component of geology and environmental science curricula. Students in the Center for Earth and Environmental Science at SUNY Plattsburgh represent a broad spectrum of academic backgrounds and professional aspirations. The challenge is to present basic geomorphic concepts, complex principles and methodologies to a diverse student audience in a way that is relevant to their experiences and interests.

Our approach is to develop a progressive sequence of laboratory exercises that combine traditional topographic map and aerial image analysis, GIS technology and process-oriented regional geomorphology. The first exercise in the sequence reviews basic topographic map analysis skills by introducing students to the regional physiography of North America. Subsequent assignments explore the geomorphology and landscape evolution of representative areas in different physiographic provinces. GIS applications are introduced progressively through the semester using prepared spatial databases for each region. Students progress from simple map and topographic profile construction to creating their own spatial datasets and exporting data for use in other analytical software. Most of the exercises require two or three lab periods to complete, giving students ample time to conduct a geomorphic analysis of the region and synthesize their results to develop a better understanding of the geomorphic system. Standardized report formats for each exercise emphasize effective use of graphics and written communication skills.

Geospatial technologies (GIS) enhance the learning experience and, with careful lesson planning, can be used by students who have minimal prior GIS experience. The use of GIS technology mitigates time loss due to repetitive, mundane and time-consuming tasks and encourages peer learning. GIS also allows students to work effectively at different spatial scales thereby enabling the student to observe simultaneously the fine details of individual landforms and develop a broader understanding of the regional landscape.

Geological Society of America Abstracts with Programs. Vol. 48, No. 1

doi: 10.1130/abs/2016NE-272333

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