THE FIELD GUIDEBOOK PROJECT

During the fall of 4^th year (in Geology of Western Canada), BSc Geology students at Mount Royal University (MRU) led their own field trip project/stop, collected rock samples and structural measurements, conducted analysis of their samples and measurements, and then wrote their individual field trip project. The field trip started in the Western Canadian Sedimentary Basin, and transected through the Foothills, the Foreland, and the Omineca Belts of the Canadian Cordillera. Projects ranged from comparing & contrasting glacial till and alluvial deposits, examining various formations such as the Windermere Supergroup, investigating why mass wasting events occur (concentrating on the Frank Slide), to characterizing the Columbia River Fault Zone and the cover gneisses of the Monashee Complex. In the winter (in Geoscience Research), students used these field trip projects to explore the research process and edit/compile their projects into the class field guidebook. This project was conducted for the first time during 2011/12. MRU’s first BSc Geology graduation occurred in June 2012 completing the transition for MRU to a 4 year public undergraduate university that started in 2009.

This field guidebook project is designed to be a real-world capstone experience, requiring students to use skills gained from all their previous courses (including the petrologies, structural geology, and introductory/advanced field schools), while continuing to develop their writing, presentation and editing skills. The intent of this experience is to guide students towards becoming independent problem-solvers capable of excellent performance in the workplace or in graduate programs. The field trip and analysis are sponsored by a greatly appreciated yearly grant from APEGGA (Association of Professional Engineers, Geophysicists and Geologists of Alberta).

Growing pains during the inaugural experience included students being taken out of their comfort zones and/or unhappy with their project, dealing with freedom of information during the editing process, and finding appropriate software for the final compilation. Potential solutions will be presented, as will some of the logistical challenges involved in giving every student 60-90 minutes for their project/stop over a 3-day weekend.