FIELD-BASED GEOSCIENCE EDUCATION DURING THE COVID-19 PANDEMIC: PLANNING, EXECUTION, OUTCOMES AND FORECASTS: PART II

Abstract

The undergraduate geoscience experience typically culminates in a field-based seminar that utilizes outcrop mapping and subsurface interpretation to provide the graduating geologist with fundamental field-mapping skills. However, due to the COVID-19 pandemic, many of the field-based geoscience programs have been temporarily suspended. To address the demand for graduating seniors in the broad field of geoscience, the South Dakota School of Mines and Technology developed a hybrid field methods course consisting of a i) 14-day online field methods phase and ii) 15-day field-based phase. Analysis of this course provides a benchmark on how to develop and execute field-based education during a pandemic and yields the following insights: i) there are four key stages to leading a hybrid field course including development, logistics, implementation, and review; ii) key stakeholders in the process include students, instructors, field camp logisticians, campus dining and housing facilitators, field station director, department head, provost and Board of Regents; iii) logistics, transportation, accommodation and dining services require advanced levels of consideration to adequately address COVID-19-related risk and uncertainty; iv) online teaching and exercises can address field methods and include 21st century workstation-based methods, yet cannot adequately assess a student’s ability to map in the field; v) field mapping exercises need to be adjusted to reduce the number of people in an area to support social distancing guidelines from relevant government and health authorities; and vi) plans need to be put into place for overall health and safety considerations as well as contingency plans in the event of an outbreak before and during the field camp. Additionally, follow-up with the members of the camp is required to confirm no COVID-19-related illness within three weeks of finishing the course. Our aim is that these specific learnings and experiences from delivering a hybrid field course during the COVID-19 pandemic are useful in providing a benchmark on reasonable field camp practices, identifying critical successes and unknowns, and guiding field camp development around the world. We hope this paper will serve as a useful guide for universities and businesses reopening during this time of uncertainty.