1. Exploring Geoscience Methods - InTeGrate Climate of Change - InTeGrate
DEVELOPING RESEARCH BASED LABORATORIES FOR INTRODUCTORY PHYSICAL AND HISTORICAL GEOLOGY
Jose P. Cervantes, Diane I. Doser
Department of Geological Science, The University of Texas at El Paso, El Paso TX 79902
Abstract
Exploring Geoscience Methods - InTeGrate
Project
In 2014, a 5 year grant from Howard Hughes Medical Institute (HHMI) was awarded to The University of Texas at El Paso (UTEP) to create research based labs in introductory courses in the College of Science. In the academic year the Department of Geological Sciences added 1 section of research based physical and historical geology labs. Geological Science majors are strongly encouraged to participate in these labs, but any interested students are admitted to the labs. The first 6 weeks of both courses focused on developing geoscience skills such as reading maps and keeping field notebooks. Both courses had a shallow subsurface geophysical field research experience that focused on soil changes along the Rio Grande. We also used some units from the InTeGrate modules on “Exploring Geoscience Methods” and “Climate of Change”. The students enjoyed the field experience and a laboratory based on soil analysis. In the first semester student attendance and completion of on-line, pre-lab assignments was poor. Students also had low computer skills and difficulty making predictions and drawing conclusions. We modified the lab based on those problems and have seen much improvement in performance.
The first semester we used material from unit 1 on geoscience thinking, we found most students did not complete the required readings prior to class. This made discussion of how geoscientists approach research problems differently than other scientists difficult. In fact, the students showed a reluctance throughout the semester to read any materials posted on-line or complete any pre-lab or missed lab assignments. Consequently their final course grades suffered (see figure at lower right of poster). In the second semester, class time was allotted for completing the unit’s reading assignment followed by group presentations and discussions. This led to better participation and retention of the material throughout the semester.
Each semester, the students collected and interpreted various types of geophysical data (magnetics, conductivity, resistivity and GPS). In Fall 2016, the study focused on soil changes related to the building of a levee and walking path. In Spring 2017, the study focused on how soil conditions influence the growth of trees along the Rio Grande. The spring research was done in collaboration with environmental science majors enrolled in a sophomore level research course.
Climate of Change - InTeGrate
The reading on adapting to climate change and the related questions from unit 1 of this module were used as a take-home lab assignment when a University holiday conflicted with the lab schedule. An in-class quiz on the reading was given during the next lab and the results are shown below. The questions that most students had a difficult time answering were: Q3 (related to how the Incas decided when to plant crops), Q6 (related to why certain Yucatan lakes were good for gathering sediments) and Q9 (related to what was examined in mud samples of Greenland lakes)
Students conducting geophysical field work along the Rio Grande in Fall 2016 and Spring Clockwise from top left – Magnetics, GPS, Conductivity, Resistivity.
Introduction
The purpose of these freshman level labs was to expose students to geoscience research as early as possible in their undergraduate careers. In both semesters the lab began with an introduction to geoscience thinking activity which included material from unit 1 of the InTeGrate ”Exploring Geoscience Methods” module. In Spring 2017 material from unit 1 of the InTeGrate “Climate of Change” module was used as a homework assignment. In both Fall and Spring semesters the students learned how to conduct field research and to process and analyze the data collected. Both research projects focused on shallow subsurface geophysics studies of soils along the Rio Grande in west El Paso, TX. In the Fall 2016 semester the majority of students were geology majors. Only three geoscience students who took the Fall 2016 lab continued on to the Spring 2017 lab. Several of the non-returning majors decided that based on the lab and field experience they did not want to become geologists, several dropped out of UTEP due to poor performance in other courses and at least one major could not fit the spring lab into their schedule. The make up of the labs is shown below. Most other STEM majors came from the Computer Science program.
Final Grades
Student performance in Fall 2016 was poor, due in part to many students’ inability to complete missed labs and turn in work on-line, although we repeatedly offered them assistance . The students also had poor computer skills (e.g., only 50% knew how to use Excel) making it difficult for them to analyze data and write a final report. Based on these results, we provided more in-class readings and guidance at the beginning of Spring 2017 before requiring students to turn in on-line assignments. We also insured they completed preliminary computer generated maps and figures in lab so that they would be able to immediately use these materials in their final reports. By taking a slower and guided approach we saw an increase in student final grades.
Final Evaluation
The word clouds below reflect the student answers to the question “What were the two most interesting things you learned in this class ?” that was included on the final exam for each lab. The responses clearly indicate they felt they learned considerably from the field trip and analysis of the data they collected. Several students also specifically felt they learned a great amount from working together in groups throughout the semester.
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Acknowledgements
This research was supported by HHMI Sustaining Excellence Award No to S. Aley as part of the UTEP PERSIST Program.