PREPARING UNDERGRADUATE STUDENTS FOR MODERN FIELD WORK WITH A FOCUS ON SCIENTIFIC WRITING, DIGITAL MAPPING, AND REMOTE SENSING

The introductory field course at the University of Minnesota - Twin Cities transitioned to an online format in response to COVID-19. We redesigned the traditional three-week field course taken primarily by rising juniors, creating an online course utilizing Geographic Information System (GIS) software. Students completed four modules, two based on areas in SW Montana mapped annually by UMN students. We focus on these modules in the context of two learning goals: 1) Work, plan, and communicate effectively in teams; and 2) Collect, manage, and analyze data; and communicate results. We then qualitatively compare student understanding in the traditional and online formats.

Students were introduced to geologic units using a Google Earth walkthrough; this helped participants recognize each unit in satellite imagery, and construct stratigraphic columns, geologic maps and cross sections using QGIS and Adobe Illustrator (AI). Small groups mapped the field areas, and met daily via Zoom and Slack to share progress. Although most students had little to no experience with QGIS and AI, all mapped effectively using instructor-developed templates and tutorials. Templates let students devote more time to interpreting satellite and topography data instead of navigating menus in QGIS and AI. However, many contact-hours were devoted to troubleshooting technical issues compared to discussing geologic concepts. The mapping projects incorporated structural data collected by instructional staff; students used these data in cross sections and stereonet fold analyses. Projects culminated with a scientific report, comparing the structures of the map areas and connecting students' observations to lecture content on Sevier and Laramide orogenies in western North America.

In comparison with previous course offerings, online students mapped significantly larger areas and more consistently identified small-scale structures that tend to be overlooked in the field. However, students struggled to connect observations to geologic concepts. Even so, clear scientific writing, familiarity with GIS and vector drawing software are critical for employment and postgraduate education. We therefore view the current GIS-focused online field course as an academically rigorous, and more accessible addition to a traditional field course.