Service-learning Practice in Upper Division Earth Science Courses: Bridging Undergraduate Learning, Teaching and Research

高年级地球科学课程中的服务学习实践：衔接本科学习、教学和研究

• 批准号: 9950545
• 负责人: Lanbo Liu
• 金额: $ 5.04万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-06-01 至 2000-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9950545&HistoricalAwards=false
• 关键词: Service; learning; Practice; Upper; Division

Service-Learning Practices have been widely adapted in other disciplines in higher education, but very few in geology. We have adapted Service-Learning Practices in upper-division undergraduate Earth Science courses from the model set forth by Mogk and King (J. of Geological Education, 1995) who used this approach in their lower-division geology classes. We have upgraded our existing geophysical equipment enabling the curriculum in a number of upper-division undergraduate courses to be modified for adapting student-centered learning by studying community-based problems. The upgrades include a DC resistivity meter, a 12-channel seismometer to 48 channels, and the real-time kinematics (RTK) function to 2 Trimble 4000 SSI GPS receivers. The improvement of lab equipment impacts 120 undergraduates and the research of faculty and graduate students. This equipment is used in at least eight upper-division undergraduate courses offered by the Department of Geology and Geophysics, two by the Department of Geography, and two hydrogeology courses taught at the Environmental Earth Science Department, Eastern Connecticut State University. The RTK GPS receivers are used in developing new mapping techniques and in increasing the University's ability to provide outreach service to the surrounding communities. Some of our service-learning projects at the local community scale include 1) geological and environmental feature mapping; 2) groundwater and soil investigation associated with environmental protection; and 3) geotechnical investigation associated with construction and development. The proposed adaptations have stimulated multi-lateral interactions among undergraduates, and between undergraduates and graduates, students and faculty, students and engineering professionals, as well the educational institution and the local community.

服务学习实践已经广泛应用于高等教育的其他学科，但在地质学领域却很少。我们将Mogk和King （J. of Geological Education, 1995）在低年级地质学课程中使用的服务学习实践模式应用于高年级本科生的地球科学课程。我们已经升级了现有的地球物理设备，使一些高年级本科课程的课程可以通过研究社区问题来适应以学生为中心的学习。升级包括一个直流电阻率计，一个12通道地震仪到48通道，以及2个Trimble 4000 SSI GPS接收器的实时运动学（RTK）功能。实验室设备的改进影响了120名本科生以及教师和研究生的研究。东康涅狄格州立大学地质与地球物理系开设的至少8门高年级本科课程、地理系开设的2门课程以及环境地球科学系开设的2门水文地质学课程都使用了该设备。RTK GPS接收器用于开发新的制图技术和提高大学向周边社区提供外展服务的能力。我们在本地社区范围内的服务学习项目包括：1)地质和环境特征制图；2)与环境保护有关的地下水和土壤调查；3)与建设开发相关的岩土工程勘察。拟议的调整刺激了本科生之间、本科生与研究生之间、学生与教师之间、学生与工程专业人员之间以及教育机构与当地社区之间的多边互动。