ABSTRACT Digital field techniques are fast becoming the standard in environmental, engineering and geoscience industries, in part due to the increased accessibility of ruggedized handheld computers equipped with GPS receivers. Handheld GIS-based units record and display data in real time, which increases the accuracy and utility of working field maps. Digital field data are easily downloaded to a standard PC, on which data can be fully displayed and interpreted, and professional geologic maps and multi-dimensional visualizations can be constructed. It is vital that students gain experience with these new techniques prior to entering the workforce and/or graduate school. The James Madison University Geology Field Course in Ireland introduces digital field mapping after providing a solid foundation in traditional paper-based bedrock and surficial mapping. In the digital phase of the course, students begin by learning the technical aspects and capabilities of the equipment and then design their GIS data files. Field data collection using ArcPad software includes lithologic information, structural orientations, and other relevant point and line data. Partnership with the National University of Ireland, Galway provides students with a state-of-the-art GIS laboratory in the Environmental Change Institute where they download their field data. Following an introduction to ArcGIS software, students use and interpret their digital data to prepare a professional-quality geologic map of their field area. An additional component of the exercise allows students to render their data within a 3D model. They can drape their GIS-based geologic maps over a rotary digital elevation model of the field area superimposed with high-resolution orthophotos. Distinctive topographic features, such as lineations that might have resulted from faults or contacts, often can be matched to field data to better constrain map interpretations. This field- and laboratory-based mapping and visualization exercise familiarizes students with new tools that can aid in the interpretation of field geology and provides an example of how new digital technologies are revolutionizing traditional field methods. Initial assessment suggests strong student support for this approach to GIS-based integration of field data collection, map preparation and 3D visualization and interpretation. DIGITAL MAPPING AND 3D VISUALIZATION IN A GEOLOGY SUMMER FIELD COURSE Harris, M.J. 1, Whitmeyer, S. 1, Kelly, S. 2, Whitmeyer, S.J. 1, Feely, M. 3, Eaton, L.S Dept. of Geology and Environmental Science, James Madison University 2. Environmental Change Institute, National University of Ireland, Galway 3. Dept. of Earth and Ocean Sciences, National University of Ireland, Galway Many thanks to all of the students that participated in the JMU 2006 Ireland field course. The data presented here reflects their efforts and accomplishments. Special thanks to Danny Greene and Christy Kloberdanz for the use of their digital mapping project materials. While in the field students had access to topographic maps, historical fence maps and aerial photos through handheld computers with integrated GPS. Using ArcPad software students recorded their GPS location and associated attribute data such as strike, dip, and lithologic unit. This data was available to them in real time for immediate assessment of the field geology. Based in western Ireland, the James Madison University field course combines classical and digital mapping of Precambrian through Cenozoic rocks with studies of petrology, glacial and coastal geomorphology, hydrogeology and environmental change and impacts. Map of digital field data (strike, dip, and lithology) collected by a student team, superimposed over an aerial photo and topology map of their field area. After analyzing the field data students were able to identify lithologic contacts and stratigraphic offset of the contacts to accurately determine the location of normal faults in the region. Each student team produced a professional- quality GIS map of their field area, based on data collected with handheld field computers. Handheld mapping computers enabled students to easily trace geologic boundaries across hillsides. Freed from the complexities of determining field location by classical means, students were able to focus on topographic implications for mapping. By working in small groups of two or three, students utilized their classroom geological skills using modern technological hardware and were able to grasp digital mapping technology and move into the newest advancement of field mapping with handheld computers. The Finny field area. The geology consists of well-exposed, hillside outcrops of planar Paleozoic strata dipping uniformly to the southeast and offset along oblique normal faults. In addition to Trimble handheld units, pocket PCs with GPS plug-ins were used by the students. While these units are not weather-proof, ruggedized otter cases can be purchased. The GIS software runs on either unit, and the pocket PCs are substantially less expensive. Positive feedback from students demonstrates the importance of integrating technical skills into a field camp curriculum. These skills will benefit the students professionally and in future research endeavors. Integration of student field data with digital elevation models (DEMs) helps students visualize how their mapping fits the three dimensional topographic surface of the field area. Students can re-evaluate their initial field interpretations to better constrain contacts and faults across the terrain.