| Abstrakt: |
Here we describe the curriculum and outcomes from a data-intensive geomorphic analysis course, "Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes", which pivoted to virtual in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for manual and remotely sensed topographic data methods, including (1) Global Positioning Systems and Global Navigation Satellite System (GPS/GNSS) surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based (terrestrial laser scanning, TLS) and airborne lidar. Course content focuses on Earth-surface process applications but could be adapted for other geoscience disciplines. Many other field courses were canceled in summer 2020, so this course served a broad range of undergraduate and graduate students in need of a field course as part of degree or research requirements. Resulting curricular materials are available freely within the National Association of Geoscience Teachers' (NAGT's) "Teaching with Online Field Experiences" collection. The authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course assignments. The course was run over a 2-week period and had synchronous and asynchronous components. Students created SfM models that incorporated post-processed GNSS ground control points and created derivative SfM and TLS products, including classified point clouds and digital elevation models (DEMs). Students were successfully able to (1) evaluate the appropriateness of a given survey/data approach given site conditions, (2) assess pros and cons of different data collection and post-processing methods in light of field and time constraints and limitations of each, (3) conduct error and geomorphic change analysis, and (4) propose or implement a protocol to answer a geomorphic question. Overall, our analysis indicates the course had a successful implementation that met student needs as well as course-specific and NAGT learning outcomes, with 91 % of students receiving an A, B, or C grade. Unexpected outcomes of the course included student self-reflection and redirection and classmate support through a daily reflection and discussion post. Challenges included long hours in front of a computer, computing limitations, and burnout because of the condensed nature of the course. Recommended implementation improvements include spreading the course out over a longer period of time or adopting only part of the course and providing appropriate computers and technical assistance. This paper and published curricular materials should serve as an implementation and assessment guide for the geoscience community to use in virtual or in-person high-resolution topographic data courses that can be adapted for individual labs or for an entire field or data course. [ABSTRACT FROM AUTHOR] |
