Portland Community College | Portland, Oregon

Geology Field Studies: Rivers (G 200R) is a one credit course designed to engage students with hydrology and the earth sciences by examining how water flows through a local river system and investigating how communities interact with the local river system.  The course consists of a one day field trip supported by lectures introducing aspects of hydrology and geology as needed to develop an integrated appreciation of the river system.  This course can be used to partly fulfill graduation requirements for the Associate Degree. 

Students are expected to be able to read and comprehend college-level science texts and perform basic mathematical operations in order to successfully complete this course.

Earth and space sciences are based on observations, measurements and samples collected in the field. Field-based learning is recommended by numerous professional Geology organizations, including the American Geological Institute and the National Association of Geoscience Teachers. Field-based learning improves both metacognition and spatial/visualization abilities while helping to transfer basic concepts to long-term memory by engaging multiple senses at the same time. Spatial thinking is critical to success in STEM (Science, Technology, Engineering, and Math) disciplines. Field work may include:

• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍøing skills in site characterization
• Application of key terms and concepts
• Measurement and data collection
• Interpretation of data and observations, and fitting them to a larger context

Field work may be physically challenging and may require overland travel on foot or other means to field sites, carrying equipment and supplies, and making measurements in unusual or awkward positions for a length of time.  Field work may include inherent risks (uneven terrain, variable weather, insects, environmental irritants, travel stress, etc.). Field work can be adapted to individual abilities.

Regarding the teaching of basic scientific principles (such as geologic time and the theory of evolution), the Portland Community College Geology/General Science Subject Area Committee  stands by the following statements about what is science.
 

• Science is a fundamentally non-dogmatic and self-correcting investigatory process. A scientific theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.
• “Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004).
• Geology/General Science instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us. Instructors will not teach that “creation science” is anything other than pseudoscience.
• Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.

Upon successful completion of the course, students should be able to:

1. Narrate how a river system changes from headwaters to mouth by combining personal field observations and experiences with information from existing studies and data sets. 

2. Connect flood risks and water quality issues within a specific river basin to land use patterns within that basin.

3. Communicate geologic concepts effectively using maps and diagrams in written and/or oral formats.

Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø a student's sense of place by improving their understanding of Pacific Northwest geography, geology, climate, and hydrology. 

The material in this course will be presented in a combination of field trip and lecture/discussion. Other educationally sound methods may be employed such as collection of field data, small group work, research papers, presentations and guest lecturers.

At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The methods may include one or more of the following tools: examinations, quizzes, homework assignments, field trip write-ups, research papers, small group problem solving of questions arising from application of course concepts and concerns to actual experience, oral presentations, or maintenance of a field note book.

• Describe the geographic setting, climate and underlying geology of the visited river basin.
• Examine how the geomorphology of the visited river varies from the headwaters to the  mouth of the river. 
• Investigate seasonal pattens of discharge, water quality, and flooding. 
• Contrast water and sediment movement through the river system. 
• Appraise the impact of human modifications on the hydrology of the visited river  system. 
• Evaluate how climate change will impact the hydrology of the visited river system. 
• Intertwine personal experience and scientific knowledge to create a sense of place for the Pacific Northwest and its rivers.