THE CREATIVE INQUIRY APPROACH TO EARLY UNDERGRADUATE RESEARCH EXPERIENCES AT CLEMSON UNIVERSITY

The Geology Program at Clemson University has instituted a new, six-semester-long course sequence that involves students in ongoing research projects from their sophomore to senior years. As part of a university-wide emphasis on undergraduate research, termed "Creative Inquiry" at Clemson, the geology experience provides students with the opportunity to gather real data and be involved with group projects that culminate in group presentations and the publication of research results. During the first year of the course sequence, students participated in several ongoing departmental research projects, but future plans involve a focus on environmental monitoring of selected parcels of an extensive area of university-owned forest land near campus - the Clemson Experimental Forest.

Sophomores beginning the research course sequence receive one credit each semester for mastering basic data collection and analysis techniques, while being introduced to such fundamental skills as recording data in laboratory notebooks and presenting project data through oral and written reports under the supervision of upperclass and faculty mentors. The entire three-year course sequence is designed not only to incorporate creative inquiry into an undergraduate research component, but also to meet the university's general education requirements for advanced writing, oral communications, ethical judgment, information technology, and critical thinking and problem solving skills. A major assessment tool is the digital electronic portfolio which each student designs and posts on the university web platform to communicate their particular roles, results, and experiences within the framework of their group research project.

Assessment of the sophomore research experience through pre-test/post-test instruments and focus group sessions with an external evaluator revealed significant gains in student understanding and appreciation of basic concepts of geological research. The evaluation reports indicated that students recognized the effectiveness of this course in fostering better inquiry, analysis, and presentation skills. Students especially liked the experience of being involved with practical applications (real world problems) of geology and noted positive differences between their research experience and typical classroom assignments.