STRUCTURE OF AND LESSONS FROM THE INDIANA UNIVERSITY GEOLOGIC FIELD STATION’S 2020 VIRTUAL X428 CAPSTONE FIELD COURSE

Following 70 years of a traditional field course format, the 2020 virtual IUGFS course focused on critical thinking, reconstructing Earth history with geologic maps, temporal/spatial reasoning, and developing/testing hypotheses. The five-credit course was broken into five week-long modules that scaffolded skills; students could opt for a sixth credit by signing up for a week-long subdiscipline concentration following the main course. Instruction, interaction, and community building happened through a series of brief asynchronous videos, Q&As via Slack, and an optional but encouraged synchronous meeting each day. Module 1 focused on basic geologic skills (rock ID, stratigraphy, geologic maps and cross sections, etc.) and learning was evaluated through a brief quizzes (content) and lengthier exercises (application of skills). In Module 2, students used 1:24k published geologic maps to master basic skills and to reconstruct the geologic history of western North America. Numerous brief quizzes allowed students to continually test their understanding before compiling the written synthesis. Modules 3-5 were field mapping exercises with daily KML traverse routes tied to outcrop videos, photographs, sketches, data tables, etc. Just like in our face-to-face course, the material emphasized problem solving and decision making. Students completed a field notebook, maps, cross sections and data analysis for each project. Quizzes and video lectures at key points in the traverse allowed students to verify their interpretations and develop testable hypotheses. Mapping projects progressively increased in both complexity and the amount of independence expected from the students; Module 5 required prioritization and selection of field stops as well as a written report. While a virtual course cannot replicate traditional field camp, our experience shows that virtual field courses can effectively teach problem solving, map interpretation and construction, time management, hypothesis development/testing, etc. In subsequent years, the virtual course will be offered as a culminating experience for those who cannot attend traditional field camp, improving accessibility and diversity within field education. Finally, portions of the course will be redeployed to supplement the traditional field camp experience.