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

服务学习实践已被广泛应用于高等教育的其他学科，但在地质学中却很少。 我们已经适应了服务学习实践在高年级本科地球科学课程从莫格和国王（J.地质教育，1995年）谁使用这种方法在较低的司地质类提出的模型。 我们已经升级了我们现有的地球物理设备，使一些高年级本科课程的课程进行修改，以适应以学生为中心的学习，研究以社区为基础的问题。 升级包括直流电阻率仪、从12通道地震仪升级为48通道地震仪以及2个特林布尔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名本科生和教师和研究生的研究。 该设备至少用于地质学和地球物理学系开设的八门高年级本科课程、地理学系开设的两门课程以及东康涅狄格州立大学环境地球科学系开设的两门水文地质学课程。 RTK全球定位系统接收器用于开发新的绘图技术，并提高大学向周围社区提供外联服务的能力。 我们在当地社区范围内的一些服务学习项目包括1）地质和环境特征测绘; 2）与环境保护相关的地下水和土壤调查;以及3）与建筑和发展相关的岩土工程调查。建议中的适应措施促进了本科生之间、本科生与毕业生之间、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。

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.