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.