Integration of Near-surface Geophysical Imaging Technology into a Geoenvironmental Science Undergraduate Curriculum

地球系统科学（40）该项目将浅层地球物理数据收集，分析和解释纳入地质环境研究课程。该方法不同于其他机构实施的模式，侧重于本科教育，并将地球物理技术纳入多个地理和地质课程，并在个别学生的研究经验。该项目建立在过去的方案，开发在地表流域过程中的实地学习机会，并通过建设“课程桥梁”，在多个课程中整合通过探地雷达，电阻率和电磁成像进行的调查。项目设计包括对当地地质的研究，包括对岩溶地形（天坑发育、流失的溪流、洞穴、泉水）、复杂的水文地质环境（不同地质材料中的地表水-地下水相互作用）、结构控制（断层、岩性变化等）的调查。水文学和管理问题（井口保护、场地开发、垃圾填埋场渗滤液监测）。该项目为数百名学生提供了机会（在几年内）获得先进的技术和定量技能的概念化和解决复杂的环境问题，建立有关问题的概念化，分析和解决方案的关键技能，让学生接触到现场数据收集的时间和空间背景，并提供了了解所使用的各种地球物理场方法的理论基础以及实际能力和局限性的机会。该项目将形成性和总结性评价结合起来，以衡量其采用的“课程桥梁”方法是否成功。 项目成果，包括课程/教学材料，学生研究项目的结果和评估结果正在通过科学教育资源中心（SERC）网站，在美国地质学会（GSA）会议上的本科生教育中的地球物理学特别会议，一系列区域社区研讨会，以及由本科生和教职员工在适当场所的演讲和出版物进行传播。

Earth Systems Science (40)This project integrates shallow geophysical data collection, analysis, and interpretation into the Geoenvironmental Studies curricula. The approach differs from models implemented at other institutions by focusing on undergraduate education and by incorporating geophysical technology in multiple geography and geology courses and in individual student research experiences. The project builds on past programs that developed field learning opportunities in surface watershed processes, and is integrating investigations made possible through Ground Penetrating Radar, Electrical Resistivity, and Electromagnetic Imaging in multiple courses via construction of a "curriculum bridge". The project design incorporates studies of local geology, including investigations of karst terrains (sinkhole development, losing streams, caves, springs), complex hydrogeologic settings (surface water-groundwater interaction in variable geologic materials), structural controls (faults, variations in lithology, etc.) of hydrology, and management issues (wellhead protection, site development, landfill leachate monitoring). This project provides opportunities for hundreds of students (over several years) to acquire advanced technical and quantitative skills for conceptualizing and addressing complex environmental problems, builds critical skills related to problem conceptualization, analysis, and solution, exposes students to the temporal and spatial context of field data collection, and provides opportunities to understand the theoretical basis as well as the practical capabilities and limitations of the various geophysical field methods used. The project incorporates formative and summative evaluations to measure the success of the "curriculum bridge" approach it utilizes. Project outcomes, including curricular/instructional materials, results of student research projects, and the evaluation results are being disseminated via the Science Education Resource Center (SERC) website, a special session on geophysics in undergraduate education at a Geological Society of America (GSA) meeting, a series of regional community workshops, and by presentations and publications by undergraduates and faculty members in appropriate venues.