Integrating investigation across the geology and physics curricula using the Cullowhee Creek Environmental Field Station, Western Carolina University

Journal of Geoscience Education, Sep 2003 by Lord, Mark, Peterson, Ginny, Vandervoort, Kurt

ABSTRACT

The geology and physics programs at Western Carolina University were revised to provide investigative, quantitative, and interdisciplinary opportunities at all levels of the curriculum. Central to the revisions was the development of the Cullowhee Creek Environmental Field Station (CCEFS). The field station, a part of the Western Carolina University campus, includes three groundwater wells, a gaging station, a weather station, and areas to investigate the physical, hydrological, and environmental systems on campus. Hydrological measurements are made using continuously monitored loggers and probes, hand-held instruments, and flow meters. Shallow subsurface characteristics are evaluated through surface material observations, shallow soil probes, and geophysical (seismic, resistivity, magnetic and ground-penetrating radar) surveys. Curricular reforms using the CCEFS have emphasized development of investigative projects related to the campus geological environment in several introductory through advanced courses in geology and physics, as well as an interdisciplinary geophysics course. Preliminary project assessment indicates that early and persistent student involvement in investigations has increased student understanding and ability to do science. The interdisciplinary field station activities have helped students recognize the importance and relevance of physics to geological and environmental problems.

Keywords: Hydrogeology and hydrology; geophysics; education-undergraduate; education-field based

INTRODUCTION

The Cullowhee Creek Environmental Field Station (CCEFS) is an on-campus site developed with National Science Foundation (NSF) support to facilitate an investigative and interdisciplinary approach to learning in introductory through advanced level classes in the geology and physics programs. The field station is the Keystone of recent and ongoing curricular changes in the geology and physics programs, the goals of which are to (1) enhance student involvement in investigative experiences at all academic levels; (2) increase student involvement in quantitative data collection and analysis using industry standard tools and equipment; (3) enhance student awareness of the interdisciplinary nature of learning through integrated projects, courses, and collaboration; (4) emphasize connections between theory and application, linking to the existing knowledge base of students and using the local environment and their relationship to it as a point of reference; and (5) develop a well studied, on-campus site from which to evaluate regional environmental problems. Our impetus for curricular change includes internal and external program assessment in geology, an increased emphasis on environmental applications in physics, and educational literature on reforms in science education.

Numerous articles have outlined the use of field projects to enhance student learning in geology. In this journal alone, examples include interdisciplinary projects between geology, chemistry, biology, physics and archeology (Pestana and Gilbert, 1977; Bridger, 1979; Purdom et al., 1990), equipment intensive projects (Klasner, 1992; Tibbs and Cwick, 1994), and projects to enhance quantitative and problem solving skills across the curriculum (Kruse, 1995; Keller et al, 2000; Macdonald and Bailey, 2000). The project we describe addresses all of these issues and goes further by implementing changes across both the geology and physics curricula. The strengths of the project lie in the combined activities that allow students from both physics and geology access to the strengths of each discipline. The purpose of this paper is to describe how the CCEFS has been used to increase hands-on, investigative experiences throughout our curriculum and provide a preliminary evaluation of the efforts to achieve the CCEFS project-related goals. To do this, we will elaborate on the rationale underlying our approach, provide an overview of the field station, describe the curriculum related to the CCEFS in several courses, and then discuss the project effectiveness to date.

RATIONALE

Much of the recent reform in science education is rooted in the ideas of Dewey (1933) that learning takes place through discovery. The National Science Education Standards (National Research Council, 1996) stress the centrality of inquiry learning in science at all levels. In the standards, inquiry is described as "a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. Students will engage in selected aspects of inquiry as they learn the scientific way of knowing the natural world, but they also should develop the capacity to conduct complete inquiries."