THE STUDENT COLLEAGUE: EXAMPLES OF SUCCESSFUL INCORPORATION OF FIELD WORK IN UPPER-DIVISION UNDERGRADUATE CLASSES

Fieldwork is an important part of learning, especially in geoscience education (Boyle et al., 2007; Elkins and Elkins, 2007; Stokes and Boyle, 2009; Mogk and Goodwin, 2012; Petcovic et al., 2014). It provides important connections to the real world, and allows abstract concepts taught in geology classrooms to be applied to real world settings. Beyond the teaching benefits, it is of utmost importance to have a strong foundation in the field for many careers. Educators in geoscience often struggle to incorporate fieldwork into a classroom setting, and, even if done so successfully, it is just as important to ensure the skills gained from completing assignments are applicable to the workforce. In the current study, we look at two different examples of a teaching philosophy that resulted in the successful incorporation of fieldwork in upper-division undergraduate classes. This teaching perspective is based on thinking of the student as a colleague rather than a pupil. With this strategy in mind, some of the methods used with this approach include creating assignments that involve collecting data to address gaps in research and using exams for the purpose of final analyses and interpretation.

Session No. 9

T73. Bringing Outside In: Incorporating Field Experiences and Project-Based Learning into the Geoscience Classroom

Sunday, 25 September 2016: 8:00 AM-12:00 PM

Mile High Ballroom 4D (Colorado Convention Center)

Geological Society of America Abstracts with Programs. Vol. 48, No. 7
doi: 10.1130/abs/2016AM-282432

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