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A LONGITUDINAL SURVEY OF EXPERIENTIAL FIELD-BASED LEARNING IN GEOLOGICAL SCIENCES AND GEOLOGICAL ENGINEERING (GS&GE) AT QUEEN'S UNIVERSITY USING STUDENT ASSESSMENT OF LEARNING GAINS (SALG)
Session: Geotechnical Education Challenges / Défis de la formation en géotechnique
Vicki Remenda, Queen's University (Canada)
Douglas Archibald, Queen's University (Canada)
Field-based learning, in site investigation and geological mapping, is essential to the education of geological engineers because it develops the habit of mind of integrating sparse, disparate observations into meaningful conceptual models and helps students transition from learner to expert. To investigate students’ field experiences and learning gains, we initiated a long-term on-line survey of students in Years 2 to 4. The SALG instrument consists of 4 sections each using Likert-like items to assess gains in: 1) thinking and working like a geoengineer, 2) skills development, 3) confidence in fieldwork, and 4) changes in attitudes. Item scores show year-to-year increases indicating that students are progressing in developing skills and are moving from emerging to mastery of the learning outcomes.
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