Courses in Geomorphology often struggle to balance qualitative descriptions of specific landscape features with quantitative representations of broad Earth surface processes.
In an attempt to help students link apparently disparate topics and techniques common to the field with qualitative and quantitative components, we have designed a scaffolded final project where students work in groups of three to four to create, present, and critique a novel NSF-style research proposal. Here we share the seven part project that has been implemented and refined over five semesters. Exit tickets used prior to project introduction help students identify landscapes and research techniques of interest, then project deliverables are spread out over the remaining eight weeks of the semester. Students learn how to complete a literature search, create polished figures, and craft long writing assignments section by section. Initial asset mapping complements peer and self review following the completion of each major project component. Peer and self assessments, instructor edits on initial draft of the group proposal, and the chance to discuss broadly with peers during a mock panel discussion prior to final proposal submission allows students multiple opportunities to provide, receive, and interpret feedback. Students may choose to submit identical or separate final proposals. Following a traditional grading scheme, the average of peer and self assessment is then used to weight individual student's final proposal marks while taking into account the potential for individualized revisions. We find that the introduction of the peer and self evaluations are effective in creating a baseline for participation within the groups and allows for students to develop more equally shared ownership of the project.