Using Field-Camp Experiences to Develop a Multidisciplinary Foundation for Petroleum Engineering Students
Donna S. Anderson, Jennifer L. Miskimins March, 2006 Journal of Geoscience Education v54 n2 p172-178

A petroleum-engineering geology field camp in existence for over 50 years has evolved to reflect the goal of developing a multidisciplinary foundation, or shared cognitive interface, with other geoscience disciplines. Five learning objectives form a framework for a series of progressively complex exercises. Students make geologic field maps, measure sections, record notes, create field sketches, and link outcrop to the subsurface through a series of complementary daily field activities. Field experiences create tangible links and mental images for comprehending the subsurface.

Orienting the field activities toward the ultimate goal of developing a shared cognitive interface helps us overcome challenges that include dislike of geology and inexperience with the outdoors, teaching iterative and relational thought processes, and creating linkages to promote retention of material. Varying the physical and content pace of the course helps keep the non-geology audience engaged. Sequential field activities use technology to iteratively analyze the same problem. Daily journals supplemented by activity reports and exams promote assessment of content and teaching effectiveness. Asking open-ended questions in activity reports is most effective for assessing relational thinking. In the long-term, effective assessment comes from observations in a succeeding multidisciplinary design course.


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Subject: Environmental Science:Energy:Fossil Fuels, Geoscience, Geology:Sedimentary Geology:Petroleum/Coal Geology
Research on Learning: Instructional Design:Interdisciplinary Education, Ways Of Learning:In the Field, Instructional Design:Teaching in the Field