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ERIC Number: EJ1163998
Record Type: Journal
Publication Date: 2012-Aug
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1089-9995
Incorporating Student-Led Field Trips and Learner-Centered Teaching in a Capstone Geology Course
Todd, Carrie E. Davis; Goeke, Elizabeth R.
Journal of Geoscience Education, v60 n3 p268-276 Aug 2012
Capstone experiences are typically the culmination of an undergraduate program and allow students to integrate their content knowledge with communication and technical skills, many of which are desirable in the job market and graduate school. Learner-centered teaching fits well with a capstone course because it requires students to be more engaged in the material and take an active role in their education. The capstone course in the University of Pittsburgh at Johnstown Geology program has recently been revised to include more learner-centered teaching and a Spring Break field trip. Each student in the course chose and led a field trip that illustrated a specific geologic feature or process. The majority of assignments for the course revolved around preparing, leading, and reporting on the field trip topic. The students generally enjoyed the course, found it beneficial, and learned geologic content because of their own inquiry. By shifting the course to emphasize learner-centered teaching, the students were more prepared for assignments, applied and enhanced their geologic content knowledge, gained exposure to new geologic settings, improved their communication skills, and bonded with their classmates.
National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail:; Website:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A