A Field-Based, Writing Intensive Undergraduate Course on Pacific Northwest Geology

Journal of Geoscience Education, Nov 2006 by Buddington, Andrew M

ASSESSING STUDENT WRITING

Assessment of student writing has been done by grading student field reports based on the report rubric provided to the students prior to the first writing assignment. The rubric is divided into three major categories: field notes, format and content, and grammar and spelling (Figure 1).

Table 1 presents the grading results for the class from 2000 to 2005. The data are the average class scores for the three required student field reports. In general, the average score from the first to the third report increased several percentage points indicating improvement in student field skiffs and writing abilities. The weighted average for each report is based on a total number of seventy eight students with a total change in weighted average of 2.5 percent. For the 2003 class, the final report average actually dropped. The reason for this drop is difficult to determine but the total number of students enrolled was abnormally low (four total) and most likely indicates a non-representative student population.

One interesting aspect to the data is that several classes actually dropped in average score from report one to report two. Again, it is difficult to explain this change specifically other than to note that the second field trip examines a more complex outcrop geologically and the students are provided minimal guidance or prior direct discussion about the outcrop from the instructor. Other variations in the trends from report one to reports two and three are minor and may also be the result of lower than normal enrollments or fewer geology majors enrolled for a given year. Nonetheless, the overall trend in student scores for field report three indicates a significant improvement in student field and writing skills when compared to the previous two field exercises.

FINAL CLASS PROJECT: THE VIRTUAL FIELD TRIP

The final project for the term is a group project where students determine their own groups and project topics. The project objective is for each group to create a virtual field trip that will be posted on the class web site. Groups determine the site they wish to study and visit. Each member of the group is required to visit the site and contribute with field observations and personal research of the area. Group members work closely with the campus webmaster to create a virtual field trip for the site of study. The virtual field trip format loosely follows the site report guidelines (discussed above), but students are encouraged to add "group flare" to their group website. Beyond the basic site location and geology (including maps and site photos), the virtual field trip pages often include local history and activities (hiking, climbing, etc.), along with other points of general interest such as environmental issues including wildlife and watershed information. These interactive virtual tours are graded primarily on content, site format, and user-ability. Because each group works closely with the campus webmaster, each tour follows a basic framework regarding HTML technique; thus minor emphasis is placed on overall web design. A strict timeline is presented during the third week of the term in order to ensure convenient scheduling and organization with the webmaster. Groups are not allowed to wait until the last week of the quarter to complete their site design and development. Accuracy or content, grammar, and spelling is checked (and graded) by the instructor before final posting of the site.