INCORPORATING STUDENT-LED “GSA STYLE” FIELD TRIPS INTO TRADITIONAL FIELD CAMP MAPPING PROJECTS

“Geologic immersion” during field mapping projects is a principal method used by field camps to assist students in acquiring foundational skills (use of a geologic compass, plotting location, etc.) essential to preparing geologic maps. Student progress is dependent upon rapid feedback; feedback typically delayed by logistics associated with mapping multiple localities. Typically, students are mapping in a new locality prior to receiving feedback. Issues with basic skills (e.g., Rule of V’s, plotting structural data, etc.) are commonly addressed in a timely manner. However, development of higher order cognitive skills, (e.g., misconceptions regarding types of geologic contacts) from comments on a map, without returning to the outcrop and reevaluating the evidence, is extremely difficult. To foster critical thinking, we employ a GSA-style, student-led, field trip through the mapping area (e.g., Parowan Gap, Ut). We divide the area into sections. Students are presented with directed questions (e.g., What is the contact on the eastern edge of the Navajo Formation?) at the start of the project. Initial groups spend the first day mapping one section to become “experts”. Experts from each area form new groups and compile a geologic map. Groups decide where to map for the next two days in consultation with staff. Each group is responsible for identifying locations for presenting answers for each question. On the day of the trip, student groups are assigned questions to answer by random drawing. This ensures all are prepared to answer all questions. At each location, the lead group presents their interpretation, followed by questions and alternative interpretations. This information is debated in small groups on the outcrop. A final discussion/summary is presented by the lead group. Faculty limit themselves to brief suggestions and avoid judging any ideas – the students have this responsibility. This “field trip” places students in the role of a professional geoscientist, allows practice participating in scientific debate, and guarantees students see all outcrops critical to constructing the geologic map and interpreting the geologic history of the area. Students can incorporate information from the field trip into their final project by acknowledging colleagues.