Field-based Settings

• Using Campus Walks in Introductory Earth Science Classes. [Francek, 1996] This article in the Journal of College Science Teaching presents ideas for brief trips that can be organized on any campus to view lithologic, geomorphic, meteorologic, and biotic phenomena. The study aims to help enable students to cultivate observation and inquiry skills. Topics discussed during these mini-fieldtrips include rocks and minerals, weathering, microlandforms, weather, daytime astronomy, biogeography and soils. The article also provides tips for organizing trips. (citation and description)
  
• The Transported Fossil Bed: Bringing Field Studies in Ancient Life to Any Campus. [Hartman and Dubowsky, 1989] This article in American Biology Teacher describes a project designed to transport a rich fossil-bearing bed of rock to the campus of a community college for analysis by undergraduate students. All the arrangements, including acquisition of the rock, transportation, and project costs are discussed. (citation and description)
  
• Groundwater Field Station for Geoscience Students. [Hudak, 1999] This article from the Journal of Geography describes how to create a low-cost groundwater field station for a college hydrogeology course. The article discusses how students use the station to collect and interpret data from wells, and to study spatial hydraulic-head measurements to learn about groundwater flow. The article also discusses why hands-on activities are a valuable addition to a hydrogeology course. (citation and description)
  
• Effect of Field Activities on Student Learning. [Kern and Carpenter, 1986] This article from the Journal of Geological Education presents a study that assessed the influence of field activities versus classroom-contained activities upon students in an earth science laboratory course. Test results indicated that both groups had identical levels of lower-order learning but the field-oriented group demonstrated higher levels of understanding and application. (citation and description)
  
• Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn. [Michael and Modell, 2003] This book by Joel Michael and Harold Modell is designed for professionals interested an active learning approach to teaching students. The main topics covered in this book are how to build the foundation for active learning, roles for the teacher in creating an active learning environment and creating active learning environments. (citation and description)
  
• Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. [Palomba and Banta, 1999] This book by Catherine Palomba and Trudy Banta is a step-by-step guide that provides the most current practices for developing assessment programs on college and university campuses. Each chapter of the book addresses a specific aspect of assessment and is designed to walk users through various steps of the assessment process. The authors describe effective assessment programs and offer a thorough review of the most up-to-date practices in the field. (citation and description)
  
• Learning Geologic Time in the Field. [Thomas, 2001] This inquiry-based project has each student go out and collect 3 rocks (1 igneous, 1 metamorphic, and 1 sedimentary) from a given area and to determine how they fit into that area's geologic history. (citation and description)