Do we teach earth science in situ adequately?

The Russian education system for future earth scientists inherited many good features from ex-Soviet times. Some schools even have unique conditions for teaching earth sciences, both in general, and in situ. For example, at the Department of Geology and Geophysics (DGG) of Novosibirsk State University (NSU) students apart from traditional academic geoscience field excursions are supposed to participate in real scientific expeditions, and the materials they get as the result are actually the basis of their course papers, diploma thesis, and PhD thesis. This is possible because Novosibirsk State University works in close connection with scientific institutions (the Institute of Geology and Mineralogy, the Institute of Oil and Gas Geophysics and others), and most instructors, professors and lecturers are from these institutions. There are five traditional field trips for DGG students of NSU: 1. Geology field trip at the Altay mountain region, a place of unique geological conditions and beautiful nature. 2. Geodesy field work in Academgorodok ( 30km from Novosibirsk). 3. Field trip in structural geology in Khakassia (Shira, the southern part of the Krasnoyarsk region, Siberia) (NSU has its own field camp there). 4. Geophysics field work in Burmistrovo (NSU has its own field camp there). 5. Mineralogy field trip in Tuva (Siberia). Besides the above mentioned field trips (being the academic part DGG education) each student is supposed to participate in at least one real scientific field trip for BsD, in two trips for MsD and much more for PhD. These field trips are chosen by students and the geography of these trips covers Siberia, Far East, Kamchatka, Sahkalin, and even foreign countries (Mongolia, China, etc). The students pay neither for their academic education, not for their later field trips; on the contrary, they get money for their work in real scientific field trips. However, there are many problems the Russian education system and universities face these days. Among them are very poor financial support from the Government, old-fashioned equipment, lack of even simple tools for educational purposes, isolation of Russia from the world professional community, absence of young professors and lecturers, and many others. This work was supported by the Ministry for Russian Science and Education, Grant #DSP.2.1.1.702.