AN EMBEDDED, AUTHENTIC RESEARCH EXPERIENCE IN A SEDIMENTARY GEOLOGY LAB COURSE

Traditional undergraduate lab courses within our geology curriculum are formatted as three hours of lecture and two hours of lab each week. Lab periods include a brief introduction, light on new content, focused on integrating lecture material into hands-on, experiential learning. The advantage is a less formal, interactive working session for students to manipulate models, observe rock and sediment samples, and use tools and equipment for analyses and demonstration. While this curricular model and schedule has grown comfortable for students and faculty, there is a sense of predictability and rigidness that seems to reduce enthusiasm for all involved. During the Fall 2023 semester, GEOL 4200 Sedimentology and Stratigraphy at PennWest – California instituted a flexible lab “project” as part of the lab schedule. The 5-week project required students to identify a research question or hypothesis, using one of three lab apparatus: sieve, stream table, or flume. Students, working in small groups, proposed a hypothesis and appropriate testing method. They completed their tests, compiling results and reassessing their hypotheses. Students submitted an informal report and presented their results in class with a brief demonstration. Following the research activity, students were polled to identify the challenges, pitfalls, and benefits of the experience. The most common items students struggled with were settling on a testable hypothesis, documentation of methods and results, and working in groups. The level of engagement in both lecture and lab, as well as visits to instructor office hours, increased dramatically while the lab project was in progress. Student feedback from this authentic research experience suggests more of these types of activities should be incorporated into the curriculum to engage students and encourage inquiry.