EXPERIENTIAL LEARNING AND COMMUNITY SERVICE IN UNDERGRADUATE COURSES AT GEORGE MASON UNIVERSITY, FAIRFAX VA

Recent student feedback on experiential learning (EL) activities in two courses has provided insight consistent with the published literature confirming the learning value of EL in our undergraduate courses. As a consequence, we have been motivated to experimentally revise both of these courses to improve specific learning goals in both student knowledge and affect domains. The courses, Mineralogy and Field Mapping Techniques, are upper division, required courses in Earth Science and Geology. Revised EL pedagogies engage community partners to surpass our traditional field trip (visit oriented) activities, provide services to the partners, and engage students through active learning projects and reflection. For example, the Mineralogy course is integrated with the Northern Virginia Gem Mineral and Fossil Show, connecting students to the public, non-academic mineral experts, and enhancing the educational environment for everyone. Student service is essential for a successful event. In the Field Mapping Course, students meet with the Director of Environmental Studies on the Piedmont to discuss various spatial information needs of the field station. In groups, the students then design and develop field-based projects that enable them to collect data and present usable maps and suggestions back to the Director. In this way, we utilize Kolb based EL to engage current, real world issues with repetitive, reflective practice. We hypothesize that students will self identify increased interest, capacity and ability to apply their canonical knowledge and consequently improve understanding and retention of that knowledge. The NSF developed Student Assessment of Learning Gains (SALG) assessment instrument will be utilized to measure these outcomes.