A NEW LEARNING FRAMEWORK THAT INTEGRATES THE NEW THREE-DIMENSIONAL GEOLOGICAL MODEL OF ONTARIO’S PALEOZOIC GEOLOGY INTO UNDERGRADUATE EDUCATION OF FUTURE GEOSCIENTISTS AND ENGINEERS AT THE UNIVERSITY OF WATERLOO

Competent geoscientists and engineers require aptitude in spatial thinking, especially as technology and data rapidly progress in our changing world. So it is imperative that future professionals have the opportunity to hone these skills when building knowledge in undergraduate education. Here we present the first learning framework that unites students with the newly published 3D geological model of Ontario’s Paleozoic geology. This is the first attempt at addressing the educational part of the gap analysis (Russel et. al. 2015) while the 3D geological model came to completion (Carter et al. 2019). This new learning framework was developed in two undergraduate theses with students in Earth 235 Stratigraphic approaches to understanding Earth’s history at the University of Waterloo. Worthington (2019) found educational value in a variety of learning media that included 2D paper maps, newly built 3D physical model and unpublished 3D digital model to improve geospatial awareness, data limitations and linkage to resources. Kamutzki (2020) refined the learning framework for the 3D digital model to enable students to efficiently navigate and manipulate the model, make concept connections with new perspectives that were difficult with other mediums and develop transferable core skills applicable to other sedimentary basins. This new education framework helps bridge the dimensional and interactive gaps that exist in traditional education integrating together the new 3D geological model (Carter et al. 2019) with the Paleozoic lithostratigraphic chart for southern Ontario (Brunton et al. (2017) and a list of the ‘Top 10 Important Aspects of Ontario’s Paleozoic Geology’ created from input from students and professionals.