CHALLENGING STUDENTS AND LEVERAGING THE POWER OF THE TEACHABLE MOMENT

Constructing natural hazard risk maps is an integral part of Geology 105 – Natural Hazards: Understanding and Coping (an introductory level geology course at Smith College). Students construct their own individual maps in computer laboratory sessions using Geographic Information Systems (GIS) software. While following scripted modules to produce maps, students use the capabilities of GIS to (1) create a map for each factor influencing the degree of hazard, (2) overlay maps to produce a final hazard intensity map, and (3) evaluate the degree of risk by comparing the final hazard map to census and critical facility spatial data files. For example, students produce an earthquake risk map for the Salt Lake City area by first selecting a design earthquake; they then use distance from the epicenter, energy attenuation, and intensification due to surface materials and sediment thickness to determine Modified Mercalli intensities; these intensities are then overlaid on census maps for population and critical facilities to determine risk levels. During the course risk maps are created for earthquakes, slope movements, hurricane storm surges, riverine floods, volcanic eruptions, and asteroid impacts.

This process seems, in my opinion, to improve student understanding, retention of information and concepts, and the ability to apply knowledge to new situations. When a current natural disaster provides a teachable moment, appropriate hazard risk maps are discussed as a basis for a deeper understanding of the disaster, and discussion of its unique characteristics, missed opportunities for mitigation, and better future preparedness. Such activities provide a sense of accomplishment and a level of confidence that was not present in students before the risk map exercises were introduced. Student competence is such that plans are underway to establish a “Natural Hazards Day” at the college, which will consist of student-led discussions in student residences and a display of risk maps and “hazard-expert” consultations and focus groups at the campus center – all organized and led by students as part of course expectations.