November 2006 Journal of Geoscience Education
Volume 54, Number 5
Evaluation of the Impact of the NWC REU Program Compared with Other Undergraduate Research Experiences
Wilson J. Gonzalez-Espada,
Arkansas Tech University
Daphne S. LaDue,
University of Oklahoma
Undergraduate research is increasingly valued as a
critical component of a good undergraduate science
education. Through research, it is expected that students
will develop significant knowledge, skills and
dispositions. The NSF REU provides such an
opportunity for college students. One of the authors
recently reported an analysis of applicant characteristics,
"best practices" implemented since 2001, and new
additions to the program. This paper provides a
research-based synthesis on the effectiveness of REU
programs in general, summarizes the history of the
National Weather Center REU program and its positive
impact on students, describes the unique characteristics
of the current program, and uses students' written
comments to evaluate the program's effectiveness. It was
found that REU students were significantly more
committed to attend graduate school at the end of the
program. No statistically significant difference was
found on the students' career plans and interest in
becoming research scientists before and after the
program. A qualitative analysis provides a context from
which the statistical data can be interpreted.
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Analogue Model for the Gravity Sliding of Sediments
David C. P. Peacock,
Fugro Robertson Limited
The gravity-driven sliding of soft sediments is modeled
using a simple and reusable experiment. Sand, mud and
water are shaken in a sealed plastic bottle. When the sand
has partially settled, the bottle is tilted by several degrees
and left on a stable surface for several hours, until a layer
of mud is deposited above the gently dipping sand
surface. Gentle squeezing or tapping of the bottle causes
the sand to liquefy and pack more closely. Water is
expelled from the sand and becomes trapped beneath,
and therefore supports, the mud. The water beneath the
mud becomes overpressured because it supports the
weight of the mud. Friction between the mud and sand
drops to zero, so the mud slides under gravity.
Extensional structures develop towards the top of the
slope, and buckle folds and thrusts develop in the mud
towards the bottom of the slope. The experiment
illustrates how earthquakes or storms can trigger
liquefaction and overpressuring, and therefore gravity
sliding of soft sediments.
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Introducing Geoinformatics for Earth System Science Education
Anupma Prakash,
University of Alaska Fairbanks
Geoinformatics provides an environment for the
integration of geospatial data, models and knowledge.
An upper undergraduate level introductory
geoinformatics course was established at the University
of Alaska Fairbanks in 2004, with collaborative efforts of
three academic schools, three research institutes, and
two data providers. The course consists of distinct but
interrelated units on introduction to Earth system
science, field data capture, photogrammetry and remote
sensing, geographic information systems, database
management, cartography, and geo-information
visualization. Assessment data from two years for this
course reveal that students taking the course could use
geoinformatics to address a variety of Earth system
science problems. The undergraduate course was
retailored and extended to train high school teachers.
Parts of the course material were introduced to high
school students. Based on assessment data, observations,
and experience in teaching the course, the author
recommends that spatial concepts should be reinforced
from the beginning in elementary schools, and
components of geoinformatics should be integrated
within the science and geography curricula in secondary
school. At the undergraduate level, geoinformatics can
be introduced as a specialization within an existing
program, or as a program by itself.
Full Text (Acrobat (PDF) 111kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p555
Teaching with Catastrophe: Topographic Map Interpretation and the Physical Geography of the 1949 Mann Gulch, Montana Wildfire
Karl Lillquist,
Central Washington University
Topographic map interpretation is typically taught by
"imaginary landscape" or "classic terrain" approaches.
This paper details how a "catastrophic approach"
involving the August 1949 Mann Gulch, Montana
wildfire may be used to teach topographic map
interpretation in a university-level Introduction to
Physical Geography course. The Mann Gulch wildfire
erupted from lightning-struck trees to a blowup that
killed twelve smokejumpers and one fire and recreation
guard as it burned 3000 acres in ten minutes. Two
smokejumpers survived by outrunning the fire and one
lived by lying in the ashes of his escape fire. The wildfire
and its tragic outcome were the culmination of
topography, fuels, weather, and human response to
calamity. The mix of topographic map interpretation as
well as physical geography questions in multiple-choice,
explanation, and calculation formats target key steps
taken by the fire crew over a ~2 hour period. This
approaches' effectiveness stems from its mental and
emotional involvement of students as they holistically
analyze the landscape and the firefighter's actions within
a very real and dynamic setting. Variations of the
exercise have been successfully used in three different
courses over the past eight years. Numerous other
examples of catastrophe could be used to enhance
topographic map interpretation in various geography
and geology courses.
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URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p561
Using Student-Managed Projects to Enhance the Capstone Experience
Enrique Gomezdelcampo,
Bowling Green State University
Capstone courses are the culminating experience for
graduating students. Typical capstone courses in the
geosciences consist of senior theses or field camps. In
this capstone course, the whole class works as one team
assessing the environmental impact (EIA) of a real
project requested by a client outside the university. The
course is divided into thirds, with the last third devoted
exclusively to the project. The other two thirds cover the
legal aspects and methodology of EIA. The students
carry out, organize, supervise, and assess all work
related to the project. The course instructor only serves
as a consultant to the students. Students' performance on
the project constitutes a large part of the final course
grade. The students find the course engaging and
challenging, and the client many times actually chooses
the alternative for the project based on the students'
findings. This course provides several pedagogical
benefits such as experiential learning, engagement, and
development of professional skills.
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URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p572
Laboratory Apparatus for the Demonstration of Quicksand
Michael J. Nicholl,
University of Nevada, Las Vegas
Melissa Karnowski,
University of Idaho
The use of quicksand as a convenient plot device in
television and movies often leads to misconceptions,
even among students taking introductory earth science
courses. Because quicksand is a familiar natural
phenomenon, exploring the underlying mechanisms
provides an exceptional opportunity for student
learning. Studying quicksand is facilitated by an easily
constructed experimental apparatus and illustrative
exercises, both of which are detailed here.
Full Text (Acrobat (PDF) 137kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p578
A Field-Based, Writing Intensive Undergraduate Course on Pacific Northwest Geology
Andrew M. Buddington,
Spokane Community College
At Spokane Community College, a course in Pacific
Northwest Geology provides students with a field-based
approach to learning about the geology of the Pacific
Northwest. This sophomore-level undergraduate course
is a writing intensive course and meets the "W" (writing)
requirements at Spokane Community College. The
students participate in six laboratory field exercises
where they document basic outcrop observations then
submit three field reports that follow a specific field
report format. Students are encouraged to view the
reports as professional documents that will be provided
to a client or fellow researcher. A final group project
involves the creation of a web site virtual geology tour.
Upon completion of the course, student field
observational skills and technical writing abilities are
greatly improved. Because of the high number of field
trips involved, this lab science course is popular among
both earth science majors and non-majors.
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An Integrative Summer Field Course in Geology and Biology for K-12 Instructors and College and Continuing Education Students at Eastern Washington University and Beyond
Jennifer A. Thomson,
Department of Geology, Eastern Washington University
John P. Buchanan,
Department of Geology, Eastern Washington University
Suzanne Schwab,
Department of Biology, Eastern Washington University
For the last fifteen years, a small group of faculty
members in the departments of geology and biology at
Eastern Washington University in Cheney, WA have
offered a seven to ten day interdisciplinary summer field
course. The course is designed for college students, K-12
instructors, and for those seeking continuing education
experiences. We have been successful in attracting
students who take the course repeatedly and continue to
draw a pool of new students by providing a different
route each year within a 1280 km (800 mi) radius of our
institution. Our academic expectations are rigorous and
include reading assignments, pre-trip questions, field
notebooks and journal entries as well as a research paper
and follow-up post-trip questions all of which are
designed to capitalize on the integration of the two
disciplines. This field course is one way in which we get
our students out in the field for a trip longer than a day
trip or weekend trip to learn about the interaction of
geology and biology on both small and large scales in the
scenic Pacific Northwest. We suggest that this technique
of integration may be applied to field courses at a variety
of academic institutions and in any physiographic
province provided that three critical aspects in the
successful implementation of our approach are met: (1)
Two (or more) faculty in different fields that are willing
to work together during preparation and execution of the
course; (2) A clear primary objective or overarching
theme for the course that is well-defined and that lends
itself to an integrative approach; and (3) A prominent
National Park or significant geographic feature to
enhance the interest in the course and to draw
enrollments.
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Techniques for Mapping Theoretical Shadow Zones for Direct P and S Waves Propagated as Rays from an Earthquake Epicenter
Richard L. Kroll,
Kean University
John F. Dobosiewicz,
Kean University
This paper presents results about the effectiveness of different student-centered instructional methods on undergraduate student perceptions of a spatial phenomenon, earthquake P and S wave shadow zones, in introductory
geology classes. Textbooks commonly illustrate earthquake
P and S wave shadow zones using ray tracing
techniques with an epicenter at the North Pole and the
shadow zone south of the equator. Shadow zones differ
for earthquake locations elsewhere. Shadow zones for
earthquakes at locations around the world can be hand
plotted using a globe and a map of the Earth. The plotter
gains experience in using latitude and longitude for plotting,
understanding global geography, translating spherical geographic data to a two-dimensional map, and
gains a better understanding of seismic waves and the
Earth's interior. The concept also explains how satellite
orbits appear on flat maps and the concept of great circle
paths. The shadow zone can also be mapped digitally using a Geographic Information System (GIS), such as
ArcView GIS with the similar results. Over all, 81.5% of
the student participants considered both instructional
methods an enhancement to their understanding of the
earth's interior, globes, maps and shadow zones. The results suggest that student alternate conceptions of the
representation of geospatial data in 2D and 3D can be influenced by both traditional paper exercises and activities
that teach with GIS technology.
Full Text (Acrobat (PDF) 181kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p596
Active Learning Strategies for Constructing Knowledge of Viscosity Controls on Lava Flow Emplacement, Textures and Volcanic Hazards
Ben Edwards,
Dickinson College
Rachel Teasdale,
California State University at Chico
James D. Myers,
University of Wyoming
We present instructions for a series of quantitative
experiments designed to help students build their
intuitive knowledge of the rheological properties of
fluids. The results of the experiments are quantified by
students and are used to calculate fluid viscosities using
Jeffreys Equation. During the course of the experiments,
students test hypotheses about the effects of
temperature, dissolved H2O, and the addition of bubbles
or solid particles on fluid viscosity. They extend their
experimental results to assess the role of viscosity in
understanding volcanic hazards due to explosive
eruptions and lava flows. Students can use a Dynamic
Visual Equation (DVE) for Jeffreys Equation as either a
pre-lab introduction to use of the equation or as a tool to
calculate viscosities during the lab in place of a
spreadsheet or calculator. Informal assessments of
student attitudes suggest the experiments heightened
student interest and learning.
Full Text (Acrobat (PDF) 285kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p603
Helping Students Make the Transition from Novice Learner of Ground-water Concepts to Expert Using the Plume Busters Software
P. Allen Macfarlane,
Kansas Geological Survey
Geoffrey Bohling,
Kansas Geological Survey
Kenneth W. Thompson,
Emporia State University
Margaret Townsend,
Kansas Geological Survey
Environmental and earth science students are novice
learners and lack the experience needed to rise to the
level of expert. To address this problem we have
developed the prototype Plume Busters software as a
capstone educational experience, in which students take
on the role of an environmental consultant. Following a
pipeline spill, the environmental consultant is hired by
the pipeline owner to locate the resulting plume created
by the spill and remediate the contaminated aquifer at
minimum monetary and time cost. The contamination
must be removed from the aquifer before it reaches the
river and eventually a downstream public water supply.
The software consists of an interactive Java application
and accompanying HTML linked pages. The application
simulates movement of a plume from a pipeline break
through a shallow alluvial aquifer towards the river. The
accompanying web pages establish the simulated
contamination scenario and provide students with
background material on ground-water flow and
transport principles. To make the role-play more
realistic, the student must consider cost and time when
making decisions about siting observation wells and
wells for the pump-and-treat remediation system.
Full Text (Acrobat (PDF) 229kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p610
Taiwanese Earth Science Curriculum Guidelines and Their Relationships to the Earth Systems Education of the United States
Chun-Yen Chang,
National Taiwan Normal University
Wen-Chi Lee,
National Taiwan Normal University
Ting-Kuang Yeh,
National Taiwan Normal University
The purpose of this paper is four fold as follows: (1) to
sketch the Taiwanese educational system and Earth
science education; (2) to introduce the mandatory Earth
science components of SaLTS (Science and Life
Technology curriculum Standards) for grade nine and
the requisite components of TESCG (Tentative Earth
Science Curriculum Guidelines) at the tenth-grade level
in Taiwan; (3) to make a critical analysis comparing
SaLTS (as well as TESCG) and the Earth Systems
Education (ESE) of the Untied States; and finally (4) to
provide a framework of school Earth-science curriculum
content in the global context from the perspectives of
Taiwan.
Full Text (Acrobat (PDF) 65kB Jan19 07)
URL for this article: http://www.nagt.org/nagt/jge/abstracts/nov06.html#v54p620