Integrating Field and Computational Components into a Physical Geography Curriculum

地理(88)这个项目是由地理学和地球科学系的教员负责的。它正在通过修改六门课程，将探究性学习纳入自然地理和地球科学的核心课程。课程活动现在以现代化的实地设备和计算机实验室为基础，该实验室已升级为自然地理计算实验室。现场设备包括20台Garmin GPSMAP 76S全球定位系统、一台Topcon GTS-600系列全站仪、几台Swoff2100型流速计、一台带适配器的博世电动旋转锤、一个地下探头、一台CM-031地面电导仪和一套Bartington MS2磁化率系统。该大学已经拥有ESRI的ArcGIS Suite软件的无限许可。该项目正在调整东卡罗来纳大学、印第安纳大学和印第安纳波利斯普渡大学的类似课程。这些机构的教员正在就这一项目的实施提供建议。拟议活动的智力价值源于利用我们的教学技能和仪器经验来加强学生在地理概念和技术方面的学习。调查人员在教学、课程改革以及使用所要求的实地和计算设备方面经验丰富。虽然这个项目是对其他大学类似课程的改编，但它有更大的综合范围，它是专门为满足我们学生的需求而设计的。我们正在通过共享的田野和计算设备将六门自然地理课程联系起来，以及一门以探究为基础的课程，其中包括整合实践中的实地作业。拟议活动的更广泛影响包括加强非理科专业、地理专业、地理和地球科学未成年人、科学界任职人数不足的人(包括妇女和残疾人)和职前K-12教师的学习体验。通过使用实践学习和现代设备，该项目正在改善学生的学习，激发学生的好奇心，并为学生在日益增长的技术社会中未来的角色奠定坚实的基础。我们通过专业和非专业的前测和后测，以及评估学生的项目组合来评估这个项目。项目的设计和成果将在地方、区域和全国范围内传播，以便其他人可以审查我们的项目，并将其视为课程修订的潜在模式。

Geography (88) This project is being run by faculty from the Department of Geography and Earth Science. It is integrating inquiry-based learning into the core physical geography and earth sciences curriculum by modifying six courses. Course activities are now based on modern field equipment and a computer laboratory that has been upgraded into a Physical Geography Computation Laboratory. The field equipment includes 20 Garmin GPSMap 76S GPS units, a Topcon GTS-600 Series total station, several Swoffer Model 2100 current velocity meters, a Bosch Electric Rotary Hammer with adapter, a sub-soil probe, a CM-031 Ground Conductivity meter, and a Bartington MS2 Magnetic Susceptibility System. The university already has an unlimited license for ESRI's ArcGIS Suite of software. The project is adapting similar programs at East Carolina University and Indiana University and Purdue University at Indianapolis. Faculty from these institutions are providing advice on the implementation of this project. The intellectual merit of the proposed activities is derived from leveraging the use of our teaching skills and experience with instrumentation to enhance student learning in geographic concepts and techniques. The investigators are experienced in teaching, curriculum reform, and the use of the requested field and computing equipment. Although this project represents an adaptation of similar programs at other universities, it has a larger integrative scope and it is designed to specifically meet the needs of our students. We are linking six physical geography courses through shared field and computing equipment, and an inquiry-based curriculum that includes the integration of hands-on field work. The broader impacts of the proposed activity include enhancing the learning experiences of non-science majors, Geography majors, Geography and Earth Science minors, those who are underrepresented in the scientific community (including women and persons with disabilities), and pre-service K-12 teachers. By using hands-on learning and modern equipment, this project is improving student learning, stimulating student curiosity, and providing students with a strong foundation for their future roles in an increasingly technological society. We are evaluating the project by using pre- and post-tests for majors and non-majors, and by assessing student portfolios of projects. The project design and results will be disseminated locally, regionally and nationally, so that others may review our project and consider it as a potential model for curriculum revision.