Improving Student Understanding of Geological Rates via Chronotopographic Analysis
Abstract
We are investigating the value of incorporating chronotopographic analysis into undergraduate geology courses using terrestrial laser scanning (TLS) to improve student understanding of the rates and styles of geomorphic processes. Repeat high-resolution TLS surveys can track the evolution of active landscapes, including sites of active faulting, glaciation, landslides, fluvial systems and coastal dynamics. We hypothesize that geology students who collect and analyze such positional data for local active landscapes will develop a better sense of the critical (and non-steady) geomorphic processes affecting landscape change and develop a greater interest in pursuing opportunities for geology field work. We have collected baseline TLS scans of actively evolving landscapes identified in cooperation with land-use agencies. The project team is developing inquiry activities for each site and assessing their impact. For example, our faculty partners at 2-year colleges are interested in rapid retreat of coastal bluffs near their campuses. In this situation, TLS will be part of a laboratory activity in which students compare historic air photos to predict areas of the most active long-term bluff retreat; join their instructor to collect TLS data at the site (replicating the baseline scan); sketch outcrops in the field and suggest areas of the site for higher resolution scanning; and in the following class compare their predictions to the deformation maps that are the output of the repeated TLS scans. A brief two question assessment instrument was developed to address both the content and attitudinal targets. It was given WWU Geomorphology classes in 3 sequential quarters of the 2009/2010 academic year, 2 which did not work with the TLS technology (pre treatment) and one that did participate in the redesigned activities (post treatment). Additionally focus group interviews were conducted with the post students so they could verbalize their experience with the TLS. The content related question responses were categorized in 3 groups, those who responded to a scenario in terms of rate, position, or geologic conditions. Additionally it was noted if students addressed the unsteady nature of rate and position. The results show that after experiencing the TLS technology, students were much more likely to regard rate and its unsteady nature as important. Position and geologic condition responses were largely unchanged. The results described above have several limitations. The sample sizes of the pre and post groups were small. In the pre group there were 47 students in 2 classes and 25 students were assessed from only 1 post class. In addition, the treatment level, or the amount of impact of the TLS equipment on the curriculum, was not as great as anticipated due to the difficulties of working with the new technology and the limited time for instructors to collaborate. It was also difficult to hold constant other variables such as instructor, the activities used to teach the course, and student experience. All these limitations could be reduced in the future as we further refine TLS usage and additional assessments help randomize the control of variables.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2010
- Bibcode:
- 2010AGUFMED21C0693L
- Keywords:
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- 0810 EDUCATION / Post-secondary education;
- 0820 EDUCATION / Curriculum and laboratory design;
- 0850 EDUCATION / Geoscience education research