FROM TROPICAL RAIN FOREST TO THE RUSSIAN ARCTIC: INTERNATIONAL GEOLOGY FIELD STUDIES AT WEST CHESTER UNIVERSITY

Field experience is the core of geologic education. The impact of field learning is further enhanced when students are exposed to unique field environments. International Geology Field Studies course at WCU was developed to offer students field experience at foreign locality focusing on geology and natural resources in relationship to cultural traditions, history, and lifestyle.

The design of the course depends on location, collaboration with and sponsorship from local partners. At WCU, we collaborated with Amazon Center for Environmental Education and Research (ACCER) and Moscow State University (MSU), Russia to develop and offer field courses of different formats. A ten-day field study of Peruvian Amazon Basin and the Andes offered during the spring break was sponsored by ACEER with logistical support by partners in Peru. Academic content of the course included fluvial geomorphology, soil development, natural resources and impact of mining, logging and oil exploration on the rain forest environment. Geological excursion to Machu Picchu highlighted the Andean orogeny, geological hazards, evidence of rapid glacier retreat and its impact on social-economical development of the region. Rich culture and history of the country presented by local guides linked natural world with human adaptation and social development.

Memorandum of Understanding (MOU), a common practice of collaboration between international institutions, was developed to offer four-week Geology Field Course in the Russian Sub-arctic. From MSU research station in the Khibiny Mountains, students conducted field investigations and created series of maps using methodology developed by MSU colleagues. Maps were used as basis to reconstruct a complex geological history of Kola Peninsula.

Student learning outcomes from two formats of the Field Studies Course were similar: development of field research skills, learning the logistics of international travel, assistantship in organization of field operation in remote and challenging environment, learning to communicate efficiently with international peers, and gaining unique cultural experience.

Future programs of similar design with best practices in field education will expand the network of international collaborations and prepare students to become global citizens.