Integrating Field and Computational Components into a Physical Geography Curriculum

地理（88）这个项目是由地理和地球科学系的教师运行。它正在通过修改六门课程，将探究式学习纳入自然地理和地球科学核心课程。课程活动现在以现代野外设备和一个已升级为自然地理计算实验室的计算机实验室为基础。现场设备包括20个Garmin GPSMap 76 S GPS单元、一个Topcon GTS-600系列全站仪、几个Swoffer 2100型流速计、一个带适配器的博世电动旋转锤、一个地下探头、一个CM-031地面电导率仪和一个Bartington MS 2磁化率系统。 该大学已经拥有ESRI的ArcGIS套件软件的无限制许可证。该项目正在调整东卡罗莱纳大学和印第安纳州大学以及印第安纳波利斯的普渡大学的类似项目。这些机构的教师正在为该项目的实施提供咨询意见。拟议活动的智力价值来自于利用我们的教学技能和仪器经验来增强学生对地理概念和技术的学习。调查人员在教学、课程改革以及使用所要求的实地和计算机设备方面经验丰富。虽然这个项目是对其他大学类似项目的改编，但它具有更大的综合范围，旨在专门满足我们学生的需求。我们正在通过共享领域和计算设备连接六个自然地理课程，并以探究为基础的课程，包括动手实地工作的整合。拟议活动的更广泛影响包括加强非科学专业，地理专业，地理和地球科学未成年人，那些在科学界代表性不足的人（包括妇女和残疾人），以及职前K-12教师的学习经验。通过使用动手学习和现代化设备，该项目正在改善学生的学习，激发学生的好奇心，并为学生在日益技术化的社会中的未来角色提供坚实的基础。 我们正在通过使用专业和非专业的前测试和后测试，并通过评估学生的项目组合来评估该项目。 该项目的设计和结果将在地方、区域和全国范围内传播，以便其他人可以审查我们的项目，并将其视为修订课程的潜在模式。

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.