ENHANCING STUDENT ACHIEVEMENT AND GEOLOGY MAJORS THROUGH INTEGRATION OF FIELD TRIPS INTO GENERAL EDUCATION COURSES

California State University Fullerton (CSUF) has two problems common to urban commuter campuses: introductory geology class sizes >100 students and relatively few geology majors. Geology majors surveyed in 2001 indicated camping as a favorite activity and field trips as a major reason they became geology majors. To overcome class logistics and reach those students who are interested in the outdoors we have 1) integrated field trips in the 28-student lab sections and 2) implemented a 1-unit, credit/no credit field trip course applicable toward the geology minor. We believe integration both within and across classes is key to student enthusiasm and learning. Our field trips are not stand alone, but apply skills learned in class to a real world problem. In lab we run 3 field trips: 1 on campus and 2 off campus. The off campus trips use previously completed in-class lab exercises to formulate hypotheses and focus around construction of a fictional house. All of these field trips emphasize rock identification, structural geology, topographic maps and geologic history. Most students in the field trip course are concurrently enrolled in physical geology lecture. During the semester, students attend 2 1-day and 1 weekend field trip and compile a journal. The objectives of the course are to introduce students to California geology, have substantial faculty interaction and reinforce the introductory lab and lecture material. After 3 semesters, the field trip class appears to be mutually beneficial: students earn higher grades in introductory lecture and lab and 8 of 40 students have become geology majors or minors.