T132 Current Advances in Geoscience Education Research

Monday, 23 September 2024
1:30 PM - 5:30 PM
208A

BUILDING A VIRTUAL FIELD EXPERIENCE FOR UNDERGRADUATES TO INVESTIGATE THE GEOLOGY AND PALEOECOLOGY OF THE LATE ORDOVICIAN

Paper number: T132-11
Program: Technical Sessions
Time: 3:55 PM – 4:10 PM

Authors

Abstract

Field experience is an essential component of the undergraduate curriculum for geology students, providing invaluable opportunities to bridge theoretical knowledge learned in the classroom and practical skills. The onset of the COVID-19 pandemic in early 2020 led to unprecedented disruptions in educational programs worldwide. For geology departments, this meant the sudden cancellation of field excursions, which are often requirements of the curriculum. These excursions offer students direct exposure to various geological environments, enabling them to apply classroom knowledge to real-world contexts and gain practical experience in data collection and analysis.

Using in-house technologies by The Arizona State University Center for Education Through Exploration, we have developed the first Module of a three part Virtual Field Trip experience. The focus of the series is to teach students basic concepts in geology and paleontology within the context of the Late Ordovician Richmondian Invasion captured in the rocks of the Cincinnati Arch, Ohio, USA. Each Module will focus on a different aspect of interpreting the local geology, and guide students through co-developed worksheets to achieve learning objectives. Module 1, presented here, will focus on guiding students through interpreting facies and identifying fossils, ultimately connecting these skills to understanding the broader climatic history of the region, and how this context affected the biological communities occupying these environments. The goal of this project is to create an immersive field experience where students are able to examine outcrops and interact with various rocks and fossil specimens in the virtual environment. Effectiveness of the Module will be assessed using both an inventory assessment to determine learning outcomes, and a survey to collect qualitative data about the experience. These will be provided to a pilot group of students who test the Module. Hands-on experience both reinforces classroom learning and enhances critical thinking and fosters a deeper appreciation for the complexities of Earth systems. Continuing to build and improve upon virtual field options for students improves accessibility in learning both when unexpected obstacles occur (e.g., the COVID-19 pandemic) and for students who face other barriers of entry to doing field work (e.g., a physical disability).

Geological Society of America Abstracts with Programs. Vol. 56, No. 5

doi: 10.1130/abs/2024AM-403645

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