A THOUGHT FOR THE FUTURE OF FIELD CAMPS: THE IMPORTANCE OF NON-ACADEMIC OUTCOMES IN A LOWER-DIVISION FIELD COURSE

Field camp and extended field trips have many functions other than teaching field methods and conveying the geology of a region. At The University of Kansas all geology degree tracks require a field course for beginning majors in addition to our traditional field camp for juniors and seniors. The course illustrates non-academic advantages of traditional field training.

The course, Geology 360, Field Investigation, enrolls students beginning their geological education, including many freshmen and sophomores. It is a two-week field trip that involves visits to sites in Kansas, Colorado, Utah, and Wyoming. The formal objective is to prepare students for future classes by presenting examples of structural features; sedimentary rocks, facies, and stratigraphy; geomorphic features; petrology, both igneous and metamorphic; tectonic regimes; and geologic history. Rudimentary mapping and description of rocks are taught primarily to ensure that students see the features under discussion. Faculty colleagues indeed report that students are more prepared for advanced classes as a result this course.

The course has side effects of promoting early networking among geology students, early identification of students as geologists (both as students and as part of the larger profession), and early development of a strong association with the geology program as their point of contact with a large university. By emphasizing partnerships and minimizing formation of cliques, the course makes students aware of capabilities of classmates, including some they might not choose as friends. Networks help students succeed in classes where other network members are enrolled. Early identification opens avenues for involvement in research, raising academic accomplishment while providing willing hands and minds for faculty projects. Strong identification with the academic program and profession are among the features of geology that have led to the remarkable success of some programs in developing alumni support.

However it evolves in the future, field training should continue to build relationships, prepare students for other courses, emphasize teamwork, provide support networks for careers or future academic work, and foster strong relationships within the profession and between geologists and their institutions.