T170 Teaching Field Geology without the Field: Providing a Robust Capstone Experience through Digital Resources II

Wednesday, 28 October 2020
5:30 PM - 8:00 PM
Meeting Rooms

TECHNOLOGICAL UPSKILLING: ADAPTING FIELD GEOLOGY CURRICULUM FOR DISTANCE LEARNING IN A MODERN AGE

Paper number: T170-9
Program: Technical Sessions
Time: 7:30 PM – 7:45 PM

Authors

Abstract

In response to Covid-19, traditional approaches to field-based geoscience instruction had to be altered. The pandemic necessitated distance learning as the instructional modality for most courses. Online learning is not new, but it poses challenges for delivering field-based instruction. Here we outline the learning objectives that were implemented by Arizona State University’s 2020 Field Geology II course (GLG452) to better facilitate future online geoscience education.

Traditionally, Field Geology II (GLG452) focused on geological mapping using field-based observations, topographic maps, aerial photography, and basic ArcGIS. While these skills are essential, technological innovations such as easily accessible remote sensing data, tools to interpret and process datasets, and professional quality graphic software have advanced industry standards. GLG452 was updated to fit evolving geo-professional skill sets with exclusively online instruction by developing projects that require higher levels of proficiency in both content and technical competences (ArcGIS, Illustrator, Google Earth, etc.).

Students remotely investigated 1) a paleotopography problem in central Arizona, 2) structural geology near Raplee and Comb Ridges in Southeastern Utah, 3) the glacial geomorphology of Little Cottonwood Canyon in Northern Utah, and 4) surficial features on Mars. Written learning objectives, scope, sequencing, and deliverable checklists with exemplary samples were provided to students at the start of each module. Deliverables included digital “field” notebooks, sketches, annotated images, stratigraphic columns, cross sections, geological maps, and written reports. Synchronous meetings engaged students and afforded real-time interactions. Asynchronous assets were created to ensure repeated exposure to instructional information. Assets included field-based walkthrough videos with digitally scanned 360° hand samples, differentiated technical tutorials (both written and screen capture video), and past meeting recordings.

While under refinement, GLG452’s scaffolded approach to technological upskilling and project-based curriculum led to the development of valuable technical skills that students otherwise would not have gained.

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-359158

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