INTERNATIONAL GEOSCIENCES FIELD RESEARCH WITH UNDERGRADUATE STUDENTS: THREE MODELS FOR EXPERIENTIAL LEARNING PROJECTS INVESTIGATING ACTIVE TECTONICS OF THE NICOYA PENINSULA, COSTA RICA

International field experiences offer exceptional opportunities for effective student learning in the geosciences. From 1998 to 2008, more than 40 undergraduates from 14 institutions participated in field research investigating active tectonics on the Nicoya Peninsula, Costa Rica. Three different project models were used: 1) a month-long Summer Research Project, 2) a series of 1-2 week Independent Field Study Projects, and 3) a weeklong Field Research Module. These projects shared a common research theme (active tectonics), field area (Nicoya Peninsula), and pedagogy (experiential learning), thus allowing for easy comparison of teaching methods, logistics, and learning outcomes. Each model has unique pedagogical benefits and challenges, and is better suited for a different group size, student/faculty ratio, project duration, and budget. Collectively, these projects generated significant publishable data that contributed toward ongoing research on Costa Rican fore arc tectonics and earthquake hazards. Individual student projects were carefully designed to provide a quality field learning experience, while adding a new piece to the larger research puzzle. Indicators of project success include levels of student engagement, gains in technical and cognitive field skills, and productivity of student-authored publications, reports, and presentations. Students commonly described these projects as instrumental in shaping their professional identity as geoscientists. Blending international field research with experiential learning pedagogy creates a powerful synergy that captures student imagination and motivates learning. By placing students beyond the comfort of their home learning environment, international field projects pique student curiosity, sharpen awareness and comprehension, and amplify the desire to learn. Experiential learning pedagogy encourages students to define their own research agenda and solve problems through critical thinking, inquiry, and reflection. This potent blend of field education strategies helps students to develop the self-confidence and reasoning skills needed to solve multi-faceted real-world problems, and provides exceptional training for graduate school and professional careers in the geosciences.