Integrating Research with Undergraduate Education through a Petrotectonic Study of Casco Bay, Maine

地质学（42）卡斯科湾项目将研究带入课堂。最近的教学研究和报告建议，本科课程应该为学生创造机会，通过参与研究来“做”科学，为他们提供解决问题、定量推理和沟通方面的终身学习技能。从本质上讲，无论背景或（未来）职业如何，科学和通过“做”科学学到的技能都是每个人生活中不可或缺的一部分。缅因州的卡斯科湾地区很容易进入鲍登学院，它适合多学科研究，因为该地区包括长英质和基性火山、泥岩和石灰石，它们经历了变形，从绿泥石到硅线石的不同变质。对卡斯科湾地区的研究正在被纳入本科地质学课程和学生论文研究。本项目通过使用区域地质研究和将研究整合到课程中，适应并实施了其他教育者的成功实践。卡斯科湾项目将岩石学、地球化学、构造学和地质年代学研究纳入了四门本科课程：物理地质学概论、构造地质学、火成岩和变质岩石学以及山带。学生之间使用地理信息系统（GIS）数据库共享数据。通过这个项目，学生们熟悉了他们周围的地质环境，并参与了多学科的合作研究。在这样做的过程中，学生在地质学科之间建立联系，认识到从不同角度解决问题的好处，并提高他们的领域，定量和沟通技巧。

Geology (42)The Casco Bay project brings research into the classroom. Recent pedagogical studies and reports recommend that undergraduate courses create opportunities for students to "do" science by engaging in research that provides them with life-long learning skills in problem-solving, quantitative reasoning, and communication. In essence, science and the skills learned by "doing" science are integral to everyone's life, regardless of background or (future) occupation. The Casco Bay region of Maine is readily accessible to Bowdoin College and it lends itself to multi-disciplinary studies, because the region includes felsic and mafic volcanics, pelites, and limestones that have undergone deformation and been variably metamorphosed from chlorite to sillimanite grade. Research on the Casco Bay region is being integrated into undergraduate geology courses and student thesis research. This project adapts and implements the successful practices of other educators by using regional geologic studies and by integrating research into courses. The Casco Bay project incorporates petrological, geochemical, structural, and geochronologic research in four undergraduate courses: Introduction to Physical Geology, Structural Geology, Igneous and Metamorphic Petrology, and Mountain Belts. Data are shared between students using a Geographical Information System's (GIS) database. Through the project, students become familiar with the geology that surrounds them and engage cooperatively in multidisciplinary research. In so doing, students make connections between geologic disciplines, recognize the benefit of approaching problems from different angles, and improve their field, quantitative, and communication skills.