Implementing a Research Project Employing Remotely Operable Microbeam Instrumentation in Introductory and Junior-Level Geoscience Courses: Formative Results

"Project-based" learning approaches, employing research instrumentation in the conduct of laboratory and/or structured research activities in science courses, are widely utilized, in part because such evidence as has been collected indicates strongly positive student and faculty impressions of these activities. Interestingly, little information related to the specific student learning benefits of classroom research instrumentation has thus far been reported, aside from reports of the logistical difficulties these approaches can introduce into courses.

In this NSF-CCLI funded project, we remove a key logistical obstacle - ready access to instruments during class times - through the use of a remotely operable electron microprobe and scanning electron microscope, at the Florida Center for Analytical Electron Microscopy-FIU that we use routinely via an Internet2-supported Web connection. These instruments are employed to support student term projects in a Junior-level mineralogy/petrology course, and an introductory geoscience/planetary science course.

Instrument usage is integrated into instruction through brief introductory lectures, and whole-class laboratory exercises during which the instruments are used to image and analyze selected class samples, as per student direction. Students work in teams on SEM/microprobe data collection, choosing the samples to study, preparing/polishing them as a class activity, and analyzing them during lab periods and/or scheduled times outside of class.

Student impression surveys indicate (as expected) strongly positive student response to both learning instrument use and to the research activities this supports. Logistical issues associated with sample selection and preparation led to modifying schedules in both classes to spread this work out over longer time periods. Student learning and educational impact is assessed via embedded questions in pre-tests and post-tests administered in each course, and through participation of students in post-course research offerings - four students enrolled for research credit in this past academic year. Embadded test questions are currently being reviewed by mineralogy/petrology educators.