11 D4. The Geoscience Community: Strategies and Practices for Enhancing Diversity, Learning, and Information Sharing (Posters)

Monday, 9 March 2020
8:30 AM - 5:00 PM
Ballroom B

INCREASING STUDENT ENGAGEMENT THROUGH FIELD-BASED LEARNING – AN UPDATE

Paper number: 11-2
Program: Technical Sessions
Time: 8:30 AM – 5:00 PM

Authors

Abstract

Field based learning has always been a part of the curriculum in the Department of Geology at Stephen F. Austin State University. In Fall 2019, our faculty incorporated two models of field based learning in freshman (GOL 101 – Fundamentals of Earth Science) and senior (GOL 440 – Earth Resources) level courses in order to increase student engagement and provide transformative experiences to our undergraduate students.

Freshman students spent five days in east Texas and central Arkansas learning about natural resources as a substitution for attending weekly laboratory sessions. During the trip, they were able to visit manufacturing and mining facilities, museums, hydroelectric facilities, rock quarries, core facilities, and learn about Arkansas navigable rivers at Murray Lock and Dam. Students were provided a guidebook for note taking with some introductory reference materials and asked to complete exercises as part of their field-based laboratory experience. Although these students were not geology majors, they expressed great enthusiasm for this field-based experience and enjoyed learning about geologic materials. Class communication and cohesion exponentially increased during and after the trip.

Senior students spent four days in central Arkansas learning about mining processes and the use of economic geologic materials. In this course, students were provided a field handout with minimal information and asked to work together to assemble a guidebook as a reflective response to the trip. Students worked in pairs or individually to author sections of the guidebook, and a finished copy was provided to each student at the end of the course. The guidebook exercise was helpful to these students in multiple ways: they were able to see themselves as field scientists, as researchers while they developed their field guide chapter, and as authors when they submitted their final manuscript.

While many parts of these two courses were very successful, our faculty still have much to learn about creating field-based experiences, particularly with freshman students. More tailored exercises will help direct both students and faculty toward a more enriching, engaging experience.

Geological Society of America Abstracts with Programs. Vol. 52, No. 1

doi: 10.1130/abs/2020SC-343832

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