DUELING TOPICS: SUCCESS USING A TWO TRACK OPTION IN THE JAMES MADISON UNIVERSITY IRELAND FIELD COURSE

In 2009 we experimented with a new structure for the James Madison University Geology Field Course in Ireland to allow students the choice of topical “tracks” for a capstone experience during the final two weeks of the course. Exercises that addressed basic field and mapping skills comprised most of the first four weeks of the course, after which students chose between two possible tracks. Track 1 focused on Sedimentary Systems, including the topics of 1) sequence stratigraphy, 2) basin analysis, and 3) applied petroleum geology. Track 2 examined the fields of Environmental Geology and Hydrogeology, with specific topics of 1) riverine hydrology, 2) aqueous geochemistry, and 3) landslide evaluation. Self-selection by the students resulted in nearly an even distribution of enrollment in the two tracks. At the end of each of the last two weeks Track 1 students were led on a field trip to areas where Track 2 completed exercises, and vice versa. This ensured that all students were exposed to major concepts and field areas. Course evaluations and conversations with students revealed several noteworthy trends and observations. First, the large majority of participants were ‘highly satisfied’ with their track choice and associated experiences. Second, students commented that the track option helped them remain motivated for the final two weeks of the six week course. Third, students appreciated that both tracks focused on applied geology topics, which required them to revisit geologic concepts and field areas previously addressed during the first four weeks of the course. Fourth, many students chose the Ireland field course specifically because of the track options and respective topics as advertised in field course promotional materials. In a time of declining enrollments for many geoscience field courses, these findings from our 2009 experience offer one avenue for attracting a larger pool of applicants for programs in need of motivated students.