CHRONOQUEST: OUR ADVENTURES IN A TEAM-BASED, STUDENT-MANAGED AUTHENTIC GEOCHRONOLOGY RESEARCH COURSE

Using primary literature in combination with fieldwork and laboratory research to add new knowledge to an area of scientific research is not often an activity in which undergraduates get to participate during their early studies. The focus on literature research at the undergraduate level helps students develop the ability to synthesize knowledge from multiple sources, however, it is much less successful at engaging the students in the process of scientific inquiry. CHRONOQUEST was implemented as a team-based, student-managed, authentic research course for undergraduates. The course was targeted to sophomore or junior level students as an elective. It required a two semester commitment from students to allow students to engage in all aspects of geologic research: planning and conducting fieldwork, lab work, data collection and data analysis, interpretation of results and communication of data to the larger geoscience community. The course began with a simple question: How is the small Minnesota town of Tintah, Minnesota a key to our scientific understanding of the mechanisms of Global Climate Change? The class was structured to spend the spring 2017 semester researching the subject and transforming the seed question into a researchable science question. During this stage students grappled with understanding how their research question would fit into the larger picture of Lake Agassiz’s history and the lake’s connection to the Younger Dryas event. The students created methods for selecting research areas, sample sites, and then reached out to landowners to gain access to locations for sampling. A facebook site was also initiated. During the intervening summer a class member assisted with sample preparation and geochronologic data collection. The upcoming fall 2017 semester will focus on data interpretation and communication of results, which includes this presentation. Students hope to prepare a manuscript for publication, but they also understand that there are many factors that might preclude this ultimate outcome. This presentation will overview the project that is central to the course, but will primarily focus on the student’s impressions of their educational gains from the authentic team-based research experience as well as their reflections on self-management and self-engagement in the research.