T221 Supporting Diverse Student Populations: Innovations and Strategies for Geo-Success

Tuesday, 27 September 2016
1:30 PM - 5:30 PM
Mile High Ballroom 4EF

INNOVATING GEOSCIENCE EDUCATION IN COMMUNITY COLLEGES BY INTRODUCING TECHNOLOGICAL FIELD-BASED LEARNING

Paper number: T221-14
Program: Technical Sessions
Time: 4:30 PM – 4:45 PM

Authors

Abstract

Field-based learning is an essential part of geoscience education. Integrating technology in the field can be a difficult task for any university geology department and even more so when teaching geoscience at a two-year college. Earth Science is an all-encompassing, introductory course that introduces physical concepts and theories pertaining to current applications and trends in the geosciences and includes a lab component in which students receive hands-on experience testing and analyzing these basic concepts. The current laboratory experiments are satisfactory for the curriculum, however, they are not conducive to general scientific curiosity and field-based learning. Careers in the geosciences rely heavily on fieldwork, therefore, field-based learning should provide the bulk of activity regarding career readiness. This project seeks to introduce students to field-based learning using innovative geoscience technology and relate those experiences back to the classroom. The fieldwork in this project consisted of utilizing wireless Vernier® probes and sensors with the integrated Graphical Analysis™ application on the iPad®. The students explored two basic themes during this project: alternative energy sources and water quality. The students measured wind speed and direction, solar radiation, stream velocity, etc. in the field to determine the capability of alternative energy sources; the results of the field analyses were then presented to the class for peer evaluation.

The second field-based activity in this project was centered around water quality. The students conducted analyses of physical parameters along a two-mile kayaking trip on the White River in Daleville, Indiana. Using the wireless probes and sensors, the students measured stream velocity, turbidity, temperature, pH, and conductivity to understand the basic water monitoring parameters associated with EPA water quality standards. Upon returning to the classroom, the results of the analyses were consolidated and discussed as a group. This project introduced technology innovations that allow community college students to access science education in the field, as well as, increasing awareness of climate change implications and facilitating the student’s connection to education, scientific research, and their community.

Geological Society of America Abstracts with Programs. Vol. 48, No. 7

doi: 10.1130/abs/2016AM-285201

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