ANALYTICAL GEOCHEMISTRY – AN EXPERIENTIAL LEARNING COURSE AHEAD OF ITS TIME?

In 2015, The University of Alabama initiated a 5 year quality enhancement plan called Learning in Action: Developing Real-World Problem Solvers through High-Quality Experiential Learning Opportunities (ELOs), as part of its reaccreditation process. The plan focuses on improving students’ real-world problem solving skills and their ability to apply academic knowledge for practical situations in their program of study. GEO 476/576: Analytical Geochemistry is an upper-level undergraduate/graduate course consisting of two lectures and one laboratory period per week. GEO 476/576 has been offered by the Department of Geological Sciences for 20 years and was developed with the understanding that students best ‘learn by doing’ and value practical experience they can utilize in their careers.

 

Analytical Geochemistry provides the applied and theoretical knowledge necessary for students to successfully complete a semester-long project similar to those conducted in the Environmental Consulting Industry. After learning about sampling strategies and chain-of-custody, the students prepare field equipment lists and participate in two sample-collection field trips. Students work in small groups to complete processing and analysis of the samples during laboratory periods. Lecture provides data QA/QC criteria and the theory behind the wet chemical and X-ray analytical techniques to be used. The students gain hands-on experience with equipment and analytical instruments that they will likely go on to use in their thesis or undergraduate research projects. Near the end of the semester, laboratory periods cover analytical data manipulation and interpretation, with the instructor present to answer questions and check spreadsheets. The students also learn to perform mass balance calculations and elementary geochemical modeling to aid in interpretation of the data.

 

In lieu of a final exam, the students prepare individual ‘consulting’ reports and participate in a group presentation. Students also complete pre-, mid- and post-ELO reflections on (1) the experience itself, (2) what they learned from it, (3) how the experience connects with their academic program and career goals, (4) problems they encountered and how they dealt with them, and (5) what they would do differently in the future, if faced with similar problems.