THE PLANETARY GEOLOGY EXPLORATION MISSION PROPOSAL PROJECT: UNDERGRADUATE AND GRADUATE STUDENTS WORKING TOGETHER TO DEVELOP FIELD-BASED RESEARCH PROPOSALS

Direct, field-based learning on extraterrestrial planetary bodies is not yet possible, so learning about planetary materials and processes often involves the study of terrestrial analogs. There is little doubt that these analog studies are valuable; however, it can be difficult to incorporate these studies into the classroom setting because they often require costly travel to distant locations. How then do we get students to have a planetary geology field-based learning experience when the actual field experience is not possible?

My answer to this question was to develop the Planetary Geology Exploration Mission Proposal Project. This course had both undergraduates and graduate students, so there was the additional challenge of designing a project that would be helpful to students with differing educational needs, background knowledge and life experience. The two primary deliverables for this project were: 1) a written proposal with intellectual merit, broader impacts, and budget/equipment sections, and 2) a proposal presentation prepared by undergraduates and judged by graduate students and faculty. Each graduate student was assigned the role of primary investigator on a proposal and oversaw a team of undergraduate co-investigators. The graduate students were responsible for leading discussions, compiling the sections of the proposal, proposal review, and serving as judges for presentations. The undergraduate co-investigators were responsible for participating in discussions, researching content, writing sections, and developing and delivering final presentations.

The primary objective of this project was to encourage students to be imaginative and creative in developing their proposal ideas. Allowing the students the freedom and control to determine the planetary field location to be visited and the science questions to be answered accomplished this objective. The secondary objective was to expose the students to the research proposal process. Most of the undergraduates were not at all aware of this process, and most of the graduate students, while more aware, had never assumed a leadership role in this process. Assignment of roles for undergraduates and graduate students worked remarkably well, and realizing both of these objectives resulted in an overall positive student learning experience.