Environmental Geology Course Research Articles

Leveraging a Service Experience into a Course-Based Undergraduate Research Experience in an Introductory Geology Classroom

A local, nonprofit, organic farm (Growing Veterans n.d.) sought to partner with Whatcom Community College in a service opportunity examining its soil health. The outcome was a course-based undergraduate research experience (CURE) for students in an introductory environmental geology course for nonmajors.

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

A new project-based laboratory (PJBL) was developed for general chemistry students to tackle the steps involved in chemical water quality analysis using an accessible, real-world hydrologic system (the lakes of the Lower Grand Coulee, Washington). This PJBL was developed in a joint general chemistry and environmental geology course by a chemist–geologist teaching team, and it emphasized an interdisciplinary approach for a more complete understanding of the geochemistry of the lake system. Students worked through the project following industry protocols for sample collection in the field, chemical laboratory determination of dissolved solids, alkalinity, and dissolved metals, and interpretation of the results within the unique geological context of the lakes. Foundational concepts in solution chemistry, such as solubility product, pH, and alkalinity, were essential in the discussion of the lake water trends and broader geologic processes. In particular, students could relate chemical weathering of basaltic bedrock to the measured lake water constituents and could observe how the groundwater- and evaporation-controlled fluxes of water in the closed basin produced a downstream increase in alkalinity and dissolved load. Collectively, the steps involved in the project meet the essential criteria (as defined by other authors) for a complete chemistry PJBL. This PJBL can be readily adapted to a wide range of groundwater or surface water systems and can be framed in a more or less interdisciplinary context. Many students, without prompting and on confidential evaluations, rated this as the most valuable learning experience in the year-long academic coursework.

Exploring Student Preference between Textbook Chapters and Adaptive Learning Lessons in an Introductory Environmental Geology Course

In a Fall 2017 introductory course in Environmental Geology, homework assignments alternated between traditional textbook chapters in an electronic format and adaptive learning platform (ALP) modules on the Smart Sparrow (www.smartsparrow.com) platform to assess student preference for and satisfaction with either modality. Few studies have evaluated the role of ALP technology in a classroom setting, and none have investigated ALPs in a homework setting. To probe student preferences between these assignments, and their engagement with the material through the different modalities, all (n = 17) students in the course were given eight surveys over the Fall 2017 semester. A subset of six students volunteered for qualitative interviews in addition to the quantitative surveys. Analysis of the results shows that students were more satisfied with the ALP modules, except for the longest assigned module. No relationships were found between preference for one module over another and major, engagement, or interest in environmental geology. A majority of the students interviewed identified the interactivity of the adaptive learning modules as a contributing factor to the retention of concepts presented. This suggests students experienced a higher level of cognitive engagement with the ALP material.

Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

ABSTRACT This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie viewing, lecture, and class dialogues) was measured using skin sensors on a subset of student participants in order to gauge student engagement. Results indicated that students are more engaged during movie viewing and dialogue than during lecture, with measurable increases when climate solutions and local impacts were covered. Qualitative data including journal entries and transcripts from student dialogues were analyzed to determine patterns about student climate change perspectives and discourse for which students' self-reflections supported quantitative measures. Measurement of student pre– and post–climate change knowledge, confidence, and perceptions revealed that the combined pedagogical approach supported student learning gains about climate science.

Improving Student Attitudes about Science by Integrating Research into the Introductory Chemistry Laboratory: Interdisciplinary Drinking Water Analysis

The integration of student research into a general chemistry laboratory and an environmental geology course has been evaluated for its effectiveness to improve (i) student attitudes about science and chemistry, (ii) student understanding of the nature of experimental science and the scientific method, and (iii) student perceptions of the application of science and the interdisciplinary nature of science. Students in introductory science courses frequently devote all or most of their time and effort to learning basic laboratory techniques by following predefined procedures that have intentionally predictable outcomes. Though this longstanding model of laboratory structure is an important means of effectively preparing students for future chemical study, it often neglects items i−iii. Students were guided through a research experience by an interdisciplinary team of faculty so that students could begin the research and bring it to an appropriate conclusion, including formal presentations, within a single se...

Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course

Interactive engagement pedagogies that emerge from a constructivist model of teaching and learning are often a challenge to implement in larger classes for a number of reasons including the physical layout of the classroom (e.g. fixed chairs in an amphitheater-style room), the logistics of organizing a large number of students into small peer-learning groups, the ability of a single instructor to personally interact with each of many small groups, and the design of small group activities that are engaging and facilitate student learning. For a large introductory-level Environmental Geology college course, 5 coupled collaborative class-long in-class activities and individual follow-up homework were designed and implemented around key topics and specific learning goals. The goals behind designing and implementing these coupled in-class activities and homework were to (1) improve student attitudes towards science and learning science and (2) improve their content knowledge and conceptual understanding. To evaluate the extent to which these goals were achieved, 5 forms of assessment were used: a pre-instruction entrance questionnaire, pre- and post-instruction attitudinal surveys, pre- and post-instruction course tests, a post-instruction exit questionnaire, and post -instruction exit interviews. The findings from these forms of assessment suggest that the coupled in-class activities and individual follow-up homework improved targeted student learning outcomes.

A Solid Waste Landfill Siting Exercise for an Introductory Environmental Geology Course

A solid waste landfill siting exercise has been developed for an introductory environmental geology course. Students are asked to site a county landfill using the actual state guidelines developed and enforced by the Wisconsin Department of Natural Resources. The students work in small groups and synthesize information from a variety of resources, including maps of geology, hydrology, land use, and topography. After choosing a site, students explain the benefits and drawbacks of the chosen location in oral and written formats. The exercise asks students to draw on a variety of topics and skills explored earlier in the term and to apply them to a real-world environmental problem. It has been successfully implemented as a capstone project at a liberal arts college and a large public institution.

A Problem-Based Learning Exercise for Environmental Geology

A site investigation in which students act as remedial project managers for the state, the polluter and the local community has been designed as a problem-based learning exercise in an upper-level environmental geology course. The 3 week long (6 class meetings) exercise serves as a capstone experience for the class and capitalizes on a series of lectures and laboratories that introduce students to environmental regulations, aspects of site investigation and contaminant remediation, the physical and chemical properties of inorganic and organic contaminants, well log interpretation, plume delineation, and risk assessment. The design of the exercise requires students to develop a functional collaboration in order to meet assignment deadlines and complete the investigation. While each group develops a different dynamic, the introduction of problem-based learning into the environmental geology curriculum has given students the opportunity to develop the problem solving skills necessary to manage a complex environmental investigation.

An Applied Geophysics Laboratory for Introductory Environmental-Geology Courses

For introductory geology courses, which typically enroll both science and non-science majors, a hands-on laboratory is often an effective way to get students of differing abilities and backgrounds interested in practical environmental issues. Solidwaste management and landfills are standard topics of environmental-geology courses, and we have developed a laboratory that teaches students some important aspects about design and monitoring waste-containment systems. The membrane lining in regulated landfills must be rigorously tested to ensure that there are no leaks, and landfills themselves must be monitored constantly to guard against developing leaks. A new method of detecting leaks in landfill liners, based on the parallel properties of electrical and ground-water flow, can be easily simulated in the laboratory of an undergraduate environmental-geology course. In this laboratory we explore the properties of potential, resistance, and flow in electrical systems and show how these relate to hydrologic principles. Using these tools, we construct a landfill model and solve a real field problem in environmental geology.

Using Presentation Software in Large Lecture Classes

Geology departments may have all or many of the resources necessary to utilize readily available instructional technology for teaching large numbers of students in introductory courses. Presentation software, such as Astound, provides instructors with the option of adding maps, figures, graphs, and animation to classroom demonstrations. Complex diagrams can be recreated, element by element, label by label, at a pace suitable to the instructor. This method has been used to teach an environmental geology course at the University of Akron and was enthusiastically received by the students. However, the method is initially time intensive, and it should be viewed as another instructional tool rather than a miracle cure for the ills of undergraduate education.

A Comparison of Writing Skills and Test-Taking Skills in an Environmental-Geology Course

A set of five writing exercises, assigned in a survey course in environmental geology in which multiple-choice tests have traditionally been the only means of assessment, showed that many students who test poorly can nevertheless express themselves clearly on scientific concepts. The students wrote about material from books, journals, and newspapers on topics relevant to the course, and they were graded on both organization and grammar. Many students who “tested poorly” managed to write well enough that their final grades were raised by a complete letter grade. As would be expected, the data from the exercises indicate that no statistically significant relationship exists between (standardized) test-taking skills and expository skills. In addition, the bulk of the students who benefited from the exercises were in the lower half of the grade distribution on standardized tests.

Collaborative Learning in an Advanced Environmental-Geology Course

A small-group approach applied to the examination of complex geo-environmental issues is an effective way for students to improve their skills in collaboration, critical thinking, and communication, as well as illustrating the relevance of higher education. The course, Geology and the Environment II, is a senior-level class that looks in detail at contrasting views of environmental issues such as acid rain, asbestos, global warming, and waste disposal. During the first week of class, students determine which geo-environmental issues they want to examine and divide themselves into groups of two or three based on interest. Topics are selected from those covered in the class text, Rational Readings on Environmental Concerns, edited by J.H. Lehr. Each group researches its topic to locate information that contrasts with the viewpoint presented in the text and leads a class discussion. Evaluation of the pedagogical effectiveness of this approach is based on a mid-term “class interview” and an end-of-term course...

Strategies for Using and Grading Undergraduate Student Assessment Portfolios in an Environmental Geology Course

Recent debate concerning the weaknesses of traditional testing and grading strategies has resulted in the development of alternative methods for rating student achievement. A promising alternative is portfolio-style assessment. Such a procedure provides an opportunity for students to personalize and reflect on the relevance of environmental-science learning objectives. Students are graded using a modified-holistic scoring technique that evaluates student-provided evidence of academic achievement from extended, authentic tasks. The use of portfolios emphasizes to the student that the integration of facts into broad concepts is the most important part of taking an environmental-science course.

Integrating Field Observations with Physical and Computer Models in an Introductory Environmental-Geology Course

I have developed an exercise in which retention/detention ponds are used to illustrate how computer models can be developed from field observations and conceptual models. In addition, the advantages and disadvantages of conceptual, physical, and computer models can be examined. Retention/detention ponds were chosen because they are relevant to such introductory-geology topics as flooding, soil erosion, and sediment pollution; they are relatively simple systems, and they are ubiquitous. The exercise consists of five parts: 1) making field observations (this could be replaced by a video or slides), 2) developing a simple conceptual model, 3) using the model, 4) modeling the system using system dynamics software (for example, STELLA® II), and 5) preparing a report that documents the observations and results of the exercise. The exercise combines careful observations with analytical thinking and group problem solving, introduces system thinking, and applies the scientific method to a dynamic geological proces...

Interactive Education in an Introductory Environmental-Geology Course

Interactive teaching techniques as used in an undergraduate, non-major environmental-geology course encourage students to adopt an active role in their education. In general, students become interested, active, and perceptive when the subject matter is perceived as pertinent to them, can be applied to familiar situations, and presents them with opportunities to participate. While lectures may convey basic terminology and concepts, thought and interactive discussion are more readily stimulated by inviting students to relate personal experiences pertinent to a topic under study, discussing controversial subjects or current events in an open-class forum, using in-class group projects designed to use their knowledge in solving specific problems, and requiring small-group term projects tailored to an analysis of local problems. Discussion issues and class projects are designed to help students see the relevance of geology to their lives and apply, analyze, synthesize, and evaluate course information. In the in...