Intro to Geochemistry

WHAT ARE THE LEARNING GOALS AND OUTCOMES FOR YOUR PROPOSED EL ACTIVITY/PROGRAM? 

The main goal of the proposed experiential learning for Introductory Geochemistry (GEO 412) and Introductory Geochemistry lab (GEO 412L) is to provide students a solid hands-on training and experience in the field and laboratory. Students will design projects that include field data collection, sample collection and laboratory sample analyses. Throughout the project, students will have hands-on training. This experiential learning has the following specific objectives and learning outcomes.

In the field:

1). Students will learn standard environmental data collection and monitoring procedures.

2). Students will have hands-on experience on YSI water quality instruments (https://www.ysi.com/) and be able to generate their own environmental data.

3). Students will learn water sample collection protocols for geochemical and isotope analyses.

4). Students will collect water samples from the Great Miami River, Silver Lake and groundwater from the Miami Conservancy District (MCD) monitoring wells.

In the lab:

1). Students will learn basic geochemical laboratory procedures and hands-on training on sample preparation for geochemical and isotope measurements.

2). Students will have experience working in my research lab on Picarro water isotope analyzer (https://www.picarro.com/products/l2140_i_isotope_and_gas_concentration_analyzer). In addition, students will develop data analysis and interpretation, analytical and scientific writing skills, and able to connect academics with real-life community problems.

HOW WILL YOUR EL ACTIVITY/PROGRAM ENABLE ACTIVE, HANDS-ON, SELF-GUIDED LEARNING? 

In the past, we taught introductory geochemistry (GEO 412) mainly as lecture based class. However, to engage students and promote active teaching we used case studies, class projects and presentations. For the most part, these approaches work for GEO 412. However, for introductory geochemistry lab (GEO 412L) due to the lack of lab teaching space and appropriate instrumentation in the department, the lab activities are limited to the use of previously collected or published geochemical and isotope datasets. Students didn’t get hands-on lab experience and it is very difficult for students to make the data provided with real-life problems. This proposal aimed at providing students with experiential learning opportunity through hands-on field and laboratory activities. Students will design and implement a project that identifies and solves real-life local environmental problems related to surface and groundwater quality and quantity in the Great Miami River Watershed. The student project will include field environmental data gathering, water sampling and laboratory sample analysis. Students will obtain both field and laboratory training and continuous follow up throughout the project. However, one of my goals is to see students work independently. For most undergraduate students, self-guided learning could be challenging. However, I will:

1). Initially assess student’s readiness to learn and their previous knowledge and skill levels.

2). Clearly outline students learning objectives and encourage students to map out their learning goals.

3). Make sure students get the silks sets to work independently towards their goal.

4). Provide student an opportunity to self-reflect and self-evaluate their learning goals in progress reports at different stages of their project.

How will you ask students to reflect on what they learned through the EL activity/program? 

Most of our graduates obtain jobs in environmental consulting firms and they mainly work in environmental data gathering, sample collection and analysis. Student individual projects in this experiential learning beyond solving environmental problems students identified, the knowledge and experience can be transferred to other projects. Furthermore, such experiential learning will give students the knowledge, confidence and competence in the job market. At each step of the experiential learning activities students will provide progress reports on their accomplishments. The students will be asked to reflect on the value of this experiential learning in terms of the

1). Knowledge and skills they developed.

2). The value of working in-life projects to solve societal problems.

3). How the experience they obtained can be transferred to their future carrier. In addition, I will encourage students to share their field experience with another student on the geology department Facebook and blog post on the Isidore site.

How will you assess what your students learn as a result of participating in experiential learning? 

Students experiential learning outcomes will be assessed at different stages of the project. Field and laboratory technical skills will be assessed based on the standard field protocols and data quality. Students will submit their field data logs, field notes and analytical data generated on the isotope analyzer will be evaluated. Students will write final report that includes the outcome of their project and discuss and reflect the importance of the environmental data they generated during the experiential learning to solve environmental problems for the Dayton community. In addition, at the end of the fall 2019 semester, students will share their experiential learning project to other students in the department.

HOW DOES YOUR EL PROGRAM/ACTIVITY ADVANCE AT LEAST ONE OR MORE OF UD'S INSTITUTIONAL LEARNING GOALS? 

(Scholarship, Faith Traditions, Diversity, Community, Practical Wisdom, Critical Evaluation of Our Times, Vocation)

Experiential learning activities for GEO 412 and GEO 412L, which combine field and laboratory methods, will help students to obtain hands-on experience and involve students to solve real-life environmental problems in the Dayton community. This experiential learning will foster student’s engagement in local community and as President Spina indicated “…our local research and student involvement in the Dayton community will make us the University of Dayton rather than a university in Dayton”. Furthermore, this student experience clearly links to UD’s Institutional Learning Goals, practical wisdom and community.