AN EARLY UNDERGRADUATE FIELD AND RESEARCH EXPERIENCE, THE TOADSTOOL GEOLOGIC PARK PROJECT IN NORTHWEST NEBRASKA

Typically, students encounter both field and research experience later in their undergraduate careers. Field camp, field methods, senior theses and independent studies are often cast as capstone experiences. Yet, many believe that field and research experiences can provide a recruitment tool, capturing a student’s interest in geoscience. Do students need prior coursework in order to successfully engage in a field research experience? An ongoing project, involving 7 undergraduates, explores this question and the utility of providing an early, field-based research experience. Pedagogic goals are to provide experience with: a) the process of novel scientific inquiry, b) the enabling role of technology and computers, and 2)team work and the norms of professional behavior. Research goals are to develop a GIS database of fault, vein, and fracture traits in an area centered on Toadstool Geologic Park, and better understand intraplate deformation and associated fluid flow, scaling relationships, and fracture propagation histories. Excellent badland exposures in the study area allow details of fault and vein geometries to be examined. One challenge is to provide tractable and meaningful field exercises for students with little or no geoscience background. Veins provide a simple feature to start with. Associated data is easily related to concepts such as preferred directions, strain, stress fields and fluid flow. Students were subsequently introduced to gathering fracture density/orientation and fault data. Presently, students are involved in data compilation, analysis, and report writing. Each student chose a topic to work on, and a discussion of intellectual property developed. Prepared data templates, initial report outlines and other forms of guidance are provided. While self-discovery has advantages, it can also lead to student frustration. Two of the seven students involved are already committed geoscience majors, providing a range of undergraduate experience that was advantageous. Crucial to student involvement was the inducement of tuition reimbursement for students uncommitted to geoscience. Students who are not committed to a career choice likely need additional motivation to take the risk of engaging in such an unfamiliar experience.