2YC Students in the Field
On the Cutting Edge has gathered extensive information on Teaching in the Field across the curriculum.
2YC-Field Teaching Activities
(Browse all Teaching Activities)
How to be a field geologist: an in-class exercise to introduce students to basic outcrop analysis
Becca Walker, Mt San Antonio College
This in-class exercise is designed to give students practice analyzing
outcrops before they go on a field trip. First, students watch a short
video tutorial on analyzing an outcrop. Then, they are given a color ...
Introduction to the Black Canyon City Landslide
Kaatje Kraft, Mesa Community College
On this one day field trip, students will be exposed to some general
introductory field methods by examining an active landslide. They will
examine the relative ages of the units involved as well as identify the
types of materials involved (bentonite, basalt, colluvium and alluvium).
They will make an assessment as to what type of motion is occurring as
well as a prediction for what types of hazards this may pose to the
surrounding community.
Beach Profiling, Observing and Documenting a Changing Environment, Point Lookout, NY
JoAnn Thissen, Nassau Community College
Using quantitative field methods to study shoreline erosion of a
barrier beach. Students profile a beach and mechanically process
sediment to document the changes along a shoreline.
Essays Browse all Essays
Hands-on Field Experience and Career Training in Oceanography
Allison Beauregard, Northwest Florida State College
One of the biggest challenges we face as community college instructors
is preparing our students for careers; this is especially true in
geoscience fields because people are generally not familiar with the
discipline and they do not typically know anyone who is a geoscientist.
Further, community colleges do not typically have research programs
where students can gain exposure to geoscience research and/or field
applications.
Quality, fieldwork, and blogging: my recipe for success
Callan Bentley, Northern Virginia Community College
There are a couple of items I'd like to touch on in this essay. Given
the breadth of possible questions, I think it would be fair of me to mix
and match a bit. So I intend to cover three things here, from general
to specific: (1) quality, (2) field work, and (3) blogging.
Utilizing field experiences to create student interest in the geosciences
Kelly Bringhurst, Dixie State College of Utah
Dixie
State
College
of
Utah
is
located
in
Southern
Utah
at
the
border
of
the
Colorado
Plateau
and
the
Basin
and
Range.
We
utilize
this
setting
to
give
geologic
field
experiences
to
approximately
600
students
a
year.
Field
trips
are
required
in
all
geology
courses
and
range
from
local
6‐hour
trips
to
5‐day
trips
to
the
National
Parks.
More Questions than Answers: Identifying Geoscience Career Opportunities
Cheryl Emerson Resnick, Illinois Central College
Illinois Central College is located along the Illinois River in Peoria,
Illinois. We currently serve approximately 12,000 FTE students. Our
three full-time faculty teach sections of introductory Earth Science,
Physical Geology, and Meteorology. We also teach a two week field course
each summer that takes students out west for hands-on learning. The
faculty who teach physical geology require multiple field trips to local
and regional locations, teaching students basic field observation
techniques...
Growing Your Program in the Field
Suki Smaglik, Central Wyoming College
Its hard to believe that when I arrived at Central Wyoming College ten
years ago that geology had not been taught here for almost twenty years,
and then only occasionally. Here we sit in the place that many geology
camps bring their students to learn their field skills. There were two
courses on the books: Physical and Historical. The year prior, the
University of Wyoming (our only public 4-year institution) removed the
prerequisite for Historical and made them both entry-level courses.
While we don't have to follow everything that UW does, it makes transfer
easier for our students to transfer if we do follow much of it. As at
most institutions, entry-level geoscience courses serve a mixed
population of potential majors to general studies, and it is always
challenging to make the information relevant to all. (But that is the
topic of a different essay.)