Anthony D. Feig

Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study

An ethnographic study was conducted on an undergraduate field course to observe and document lived experiences of students. This paper evaluates one of several emergent themes: that of technology dependence, and how it informs students’ understanding of scientific reality. In the field, students tried to arm themselves with as high a degree of precision as possible. They assumed that technology was equated with precision, and in turn, precision with scientific reality; i.e., accuracy. Students rejected the notion that in some situations, low levels of precision may be “good enough” to be accurate. This theme of technology dependence suggests five broad implications. First, students are rarely taught, and rarely understand, the difference between precision and accuracy. Second, students should be taught to appraise a situation to apply an appropriate level of precision, rather than to assume that more is better. Third, students should be taught to value the process of doing things “by hand,” such as locating oneself on a topographic map. Fourth, students should have ample opportunity to explore the complexities of physical and scientific reality. Finally, field camp is a late opportunity for shaping the professional growth of future geoscientists, and thus deserves a prominent place in geoscience curricula.

An online introductory physical geology laboratory: From concept to outcome

Networked computing presents opportunities for innovation in geoscience instruction. Many institutions are hybridizing their introductory courses or offering them completely online. However, a key challenge in the geosciences is that of adapting laboratory classes to the online environment, particularly with regard to teaching mineral and rock specimen identification. This contribution discusses the design and implementation of an online introductory geology laboratory at the University of Louisiana at Monroe, including curriculum, materials, assessments, and delivery of instruction. Results are presented from a pilot study comparing student outcomes of both an online section and a traditional, face-to-face (F2F) section. No significant differences in assessment outcomes were found between a face-to-face control group and an online experimental group. Recommendations are presented for instructors and institutions that may be considering online laboratory instruction.

Effective Use of Personal Assistants for Students with Disabilities: Lessons Learned from the 2014 Accessible Geoscience Field Trip.

ABSTRACT In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabilities during a field experience. During the trip, an aide was deployed to assist two student participants with sensory disabilities, one with low vision and the other with deafness. The experiences and interactions between the assistant and the students were compiled into a thick description, which was subsequently analyzed through self-reflective case study. The lived experiences of the participants and the assistant are interpreted to describe the efficacy of personal assistants in field study. Effective assistants maintain an awareness that students with disabilities have varying comfort levels with self-advocacy. An effective assistant also facilitates a positive perception of the student with a disability within the full group. Key skills of the personal assistant include awareness of spatial placement, communication, and flexibility. Three fundamental recommendations are presented for the effective use of personal assistants: (1) open and continuous communication as part of pretrip planning, (2) trip leaders must be willing to be flexible and adaptable with their field sites and learning goals, and (3) trip leaders must recognize social and spatial parameters of assisting students with disabilities. Ultimately, trip planners must become familiar with the personal and cultural backgrounds and abilities of their students to plan for an effective instructional excursion.