scholarly journals From Field to Phone: A Karst Camp Chronicle

2021 ◽  
Author(s):  
Rachel Bosch
Keyword(s):  
Field Experience ◽  
International Association ◽  
Google Earth ◽  
Karst Hydrogeology ◽  
Topographic Analysis ◽  
Exemplary Teaching ◽  
Virtual Field ◽  
University Of Cincinnati ◽  
Karst Geomorphology ◽  
The University

Abstract. During the summer of 2020, many geology field camps were cancelled due to the COVID-19 pandemic, including the Karst Geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT) in collaboration with the International Association for Geoscience Diversity (IAGD) began the project of supporting working groups to create online field experience teaching material, I saw an opportunity. From my field camp syllabus, I created two activities that are now freely available as peer-reviewed Exemplary Teaching Activities on the Science Education Resource Center (SERC) Online Field Experiences repository: Karst Hydrogeology: A virtual field introduction using © Google Earth and GIS and Karst Hydrogeology and Geomorphology: A virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit]. Each product includes a student handout, an instructor workflow reference, a grading, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about one 8-hour day to teach, and walks students through all the steps, as well as providing global examples of karst landscapes to virtually explore. The other activity, Karst Hydrogeology and Geomorphology, assumes student familiarity with © Google Earth, GIS, and karst drainage systems, and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open-source and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a smartphone. In addition to providing online capstone activities in the time of a pandemic, these activities provide alternative learning experiences to traditional field camps that are inclusive for all geoscience students. In my home department of the University of Cincinnati, I had been contacted by students needing to find capstone experiences when their field camps were cancelled. Responding to this need and providing a virtual alternative for years to come, I reviewed all SERC activities that had been generated during the NAGT/IAGD joint effort. I selected a subset of those to assemble into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology.

scholarly journals Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways

2021 ◽  
Vol 4 (2) ◽  
pp. 329-349
Author(s):  
Rachel Bosch
Keyword(s):  
Field Experience ◽  
International Association ◽  
Google Earth ◽  
Karst Hydrogeology ◽  
Teaching Resources ◽  
Topographic Analysis ◽  
Exemplary Teaching ◽  
Experience Teaching ◽  
Virtual Field ◽  
Karst Geomorphology

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.

Proceedings of The Modern Language Association of America

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1343-1343
Keyword(s):  
Modern Language Association ◽  
Modern Language ◽  
Local Committee ◽  
Tuesday Morning ◽  
University Of Cincinnati ◽  
The University ◽  
Plaza Hotel

The fifty-second meeting of the Modern Language Associationof America was held, on the invitation of the University of Cincinnati, at Cincinnati, Ohio, Monday, Tuesday, and Wednesday, December 30 and 31, 1935, and January 1, 1936. The Association headquarters were in the Netherland Plaza Hotel, where all meetings were held except those of Tuesday morning and afternoon. These took place at the University of Cincinnati. Registration cards at headquarters were signed by about 900, though a considerably larger number of members were in attendance. The Local Committee estimated the attendance at not less than 1400. This Committee consisted of Professor Frank W. Chandler, Chairman; Professor Edwin H. Zeydel; Professor Phillip Ogden; Mr. John J. Rowe (for the Directors); and Mr. Joseph S. Graydon (for the Alumni).

Preserving the Innovative Legacy of John P. Parker

2016 ◽  
Vol 38 (1) ◽  
pp. 48-68
Author(s):  
Jason Krupar
Keyword(s):  
African American ◽  
Underground Railroad ◽  
Historical Society ◽  
Railroad Network ◽  
University Of Cincinnati ◽  
Business Acumen ◽  
The University

John P. Parker played a prominent role in the Underground Railroad network that operated in southwest Ohio. Additionally, Parker held three known patents and displayed his products at regional/national industrial expositions. Parker’s engineering skills and business acumen, however, have largely been overlooked. A coalition comprised of faculty and students from the University of Cincinnati, members of the John P. Parker Historical Society, and corporate donors formed in 2006 to preserve the industrial legacy of this African American entrepreneur. This project demonstrates some of the benefits and pitfalls of such complicated undertakings.

16th and 17th Workshops of the International Association of Vegetation Science Working Group for the European Vegetation Survey (Rome, Italy, 22-26 March 2007; Brno, Czech Republic, 1-5 May 2008)

2008 ◽  
pp. 131-133
Author(s):  
T. M. Lysenko ◽  
Yu. A. Semenishchenkov
Keyword(s):  
Czech Republic ◽  
Working Group ◽  
International Association ◽  
Botanical Garden ◽  
European Countries ◽  
Vegetation Survey ◽  
Vegetation Science ◽  
The University ◽  
Science Working

22-26 March 2007 in Rome (Italy), in the Botanical garden of the University «La Sapienza» hosted the 16th meeting of the Working group «Review of the Vegetation of Europe» of the International Association of Vegetation Science (IAVS). These meetings are held every spring in one of the European countries and dedicated to various topics.

Notice of transfer of figured specimens of North American Devonian cyclocystoids

1993 ◽  
Vol 67 (1) ◽  
pp. 151-151
Author(s):  
R. William Orr ◽  
Richard H. Fluegeman
Keyword(s):  
United States ◽  
New York ◽  
North American ◽  
The United States ◽  
State University ◽  
Ball State University ◽  
Geological Museum ◽  
University College ◽  
University Of Cincinnati ◽  
The University

In 1990 (Fluegeman and Orr) the writers published a short study on known North American cyclocystoids. This enigmatic group is best represented in the United States Devonian by only two specimens, both illustrated in the 1990 report. Previously, the Cortland, New York, specimen initially described by Heaslip (1969) was housed at State University College at Cortland, New York, and the Logansport, Indiana, specimen was housed at Ball State University, Muncie, Indiana. Both institutions recognize the importance of permanently placing these rare specimens in a proper paleontologic repository with other cyclocystoids. Therefore, these two specimens have been transferred to the curated paleontologic collection at the University of Cincinnati Geological Museum where they can be readily studied by future workers in association with a good assemblage of Ordovician specimens of the Cyclocystoidea.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1974 ◽  
Vol 53 (1) ◽  
pp. 127-129
Keyword(s):  
Los Angeles ◽  
General Hospital ◽  
International Association ◽  
Health Professions ◽  
Colorado School ◽  
Allied Health Professions ◽  
University Of Colorado ◽  
School Of Medicine ◽  
The University ◽  
The Given

ALLIED HEALTH PROFESSIONS MEETINGS: The International Association of Enterostomal Therapists and the Southern California Para-urology Society will meet February 1-2, 1974, at the Sheraton Inn in Los Angeles. For information write Evonne Fowler, R.N., Department of Surgery, Harbor General Hospital, 1000 West Carson Street, Torrance, California 90509. NEWBORN RADIOLOGY SEMINAR: The University of Colorado School of Medicine will sponsor the second annual Newborn Radiology seminar, February 11-15, 1974, at the Given Institute of Pathobiology in Aspen.

scholarly journals From Virtual Field Trip to Geologically-Reasoned Decisions in Yosemite Valley

2021 ◽  
Author(s):  
Nicolas C. Barth ◽  
Greg M. Stock ◽  
Kinnari Atit
Keyword(s):  
Spatial Information ◽  
Opportunity To Learn ◽  
Field Trip ◽  
Google Earth ◽  
Learning Goals ◽  
Spatial Skills ◽  
Yosemite Valley ◽  
Wide Range ◽  
Virtual Field ◽  
Virtual Field Trip

Abstract. This study highlights a Geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced as a four-part module to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth app with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360° street-level imagery, user-submitted 360° photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between general public and upper-division students, ensuring VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration as the viewer can dynamically change their vantage at each stop (i.e. guided discovery learning). This interactive VFT format scaffolds students’ spatial skills and encourages attention to be focused on a stop’s critical spatial information. The progression from VFT to mapping exercise to geologically-reasoned decision-making results in high quality student work; students find it engaging, enjoyable, and educational.

scholarly journals Multi-scale virtual field experience, Grand Ledge, Michigan, USA

2021 ◽  
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Field Experience ◽  
Field Experiences ◽  
3D Models ◽  
Field Trips ◽  
Stratigraphic Correlation ◽  
Thin Sections ◽  
Learning Platform ◽  
Virtual Field

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate Sedimentation and Stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level Sedimentation and Stratigraphy course via virtual field experience with an emphasis on local geology.

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