Inquiry-based Learning Strategies and Student Engagement

该项目正在评估数据记录和地理信息系统技术在纳入瓦伦西亚社区学院（一所为少数群体服务的城市机构）的地球科学入门课程后对学生学习和参与的影响。负担得起的数据记录技术允许学生收集和处理物理数据，如空气和水质信息。随着廉价的地理信息系统技术的增加，学生们正在评估他们在空间范围内收集的数据，增加了一个额外的层面，他们对物理世界的理解和解释。该项目是围绕两个课程的非专业：实验室物理地质课程和实地课程。在这两门课程中，学生使用数据记录和GIS技术来收集，处理和解释数据，并将他们的结论提交给他们的教师和同行。在物理地质学实验室课程中，学生的学习通过以下方式得到加强：1）使用准备好的活动的引导式探究，2）使用现有原始数据集的开放式探究活动，3）学生收集、处理和解释自己的数据的开放式探究，以及4）使用学生收集的数据和使用公共领域数据集的引导式和开放式探究活动的组合（NOAA、USGS等）。在夏季实地研究课程中，学生们按照本科生的研究经验模式进行真实的调查。夏季研究经验利用并建立在学生在先决条件物理地质实验室课程中开发的技能上。 学生的学习和参与正在使用定性和定量方法进行评估，项目结果正在通过各种积极的方法进行传播。该项目正在为缺乏行业或大学研究设施的多元化社区大学学生提供本科生研究经验。学生们正在介绍数据记录技术和调查活动，最大限度地利用和利用有限的地质资源。 由于这些活动的重点是收集实际可用的数据，学生们对当地地质资源有了更好的了解。 该项目通过整合和评估可在任何地方使用的负担得起的数据记录技术，为地质资源有限和/或获得昂贵研究设施的地区的许多地球科学项目提供信息。 因此，该项目正在开发一个现实的和可采用的模式，从事社区大学生在真正的地球科学研究。

This project is evaluating the effect of data-logging and GIS technology on student learning and engagement when integrated into introductory geoscience courses at Valencia Community College, an urban, minority-serving institution. The affordable data-logging technology allows students to collect and process physical data such as air and water quality information. With the addition of inexpensive GIS technology, students are assessing their collected data within a spatial context, adding an additional dimension to their understanding and interpretation of the physical world. The project is designed around two courses for non-majors: a laboratory physical geology course and a field-based course. In both courses, students are using data-logging and GIS technology to collect, process, and interpret data, as well as to present their conclusions to their instructor and peers. In the physical geology lab course, student learning is being enhanced by: 1) guided-inquiry using prepared activities, 2) open-ended inquiry activities using existing raw data sets, 3) open-ended inquiry where students collect, process, and interpret their own data, and 4) a combination of guided- and open-ended inquiry activities using data collected by the students and using public domain data sets (NOAA, USGS, etc.). In the summer field research course, students are carrying out authentic inquiries following a Research Experience for Undergraduates model. The summer research experience utilizes and builds on the skills developed by the students in the prerequisite physical geology laboratory course. Student learning and engagement are being evaluated using both qualitative and quantitative methods, and project results are being disseminated through a variety of active approaches.This project is providing undergraduate research experiences for a diverse, community college student population lacking access to industry or university research facilities. Students are being introduced to data-logging technology and inquiry activities that maximize the availability and use of limited geologic resources. Because these activities are focusing on data actually available for collection, students are developing a better understanding of local geologic resources. The project is informing numerous geoscience programs in regions with limited geologic resources and/or access to expensive research facilities by incorporating and evaluating affordable data-logging technology that can be used anywhere. Consequently, the project is developing a realistic and adoptable model for engaging community college students in authentic geoscience research.