DON’T JUST SIT AND LISTEN - GO AND DO IT! INTEGRATING EXPERIENTIAL LEARNING OPPORTUNITIES INTO A 4-YEAR EARTH AND ENVIRONMENTAL SCIENCE CURRICULUM

The School of Geography and Geology (SGG) at McMaster University is committed to providing enhanced experiential learning opportunities for all students in its undergraduate programs. These types of opportunities include ‘hands on’ experiences with lab and field equipment, field excursions and field courses, co-op work experiences and volunteer placements. Recent curriculum revisions in SGG have allowed systematic integration of experiential learning into core courses taken by all undergraduate students.

A number of factors have allowed the successful integration of experiential learning into both courses and programs within SGG. First, extensive revision of existing curricula in Geography and Geology were necessitated by the amalgamation of the two former departments to create a School. Surveys of geo-alumni and potential employers of graduates conducted at this time identified experiential learning to be a major asset for geoscience graduates. This convinced senior university administrators of the benefits of enhancing experiential learning opportunities in undergraduate geoscience programs.

Second, practical obstacles to delivery of experiential learning opportunities have been overcome through effective planning and adequate financial and administrative support. Field based learning for large classes (of up to 350 students) is possible through the use of several instructors and assistants, senior student volunteers and the creation of web-based ‘virtual’ field experiences for students unable to participate in specific activities. Resistance from individual faculty to incorporation of experiential learning into existing courses has been reduced by employing summer students to help plan and test new field sites and exercises. Funding has allowed the purchase of new field and lab equipment and the employment of numerous teaching assistants required for fieldwork. The costs of optional ‘off-campus’ field courses are largely covered by participating students.

Finally, creation of an educational culture that encourages and supports faculty in developing and participating in new educational initiatives is essential to the successful integration of experiential learning into the undergraduate curriculum.