Teaching Geographic Field Methods Using Paleoecology

Abstract

Field-based undergraduate geography courses provide numerous pedagogical benefits inclu- ding an opportunity for students to acquire employable skills in an applied context. This article presents one unique approach to teaching geographic field methods using paleoecological research. The goals of this course are to teach students key geographic field skills as well as a few more specialized research methods, to give students experience gathering original data, and to train students to write a grant proposal. Specific course activities, including vegetation sampling/mapping, dendrochronology, and lake-sediment coring, are discussed as well as the merits and struggles of designing and teaching a research-based field course.

Key Words:

• field-courses
• undergraduate geography curriculum
• paleoecology
• experiential learning
• forest management

Additional information

Notes on contributors

Megan K. Walsh

Megan K. Walsh is an assistant professor of geography at Central Washington University, Ellensburg, Washington, USA. Her teaching and research interests are in biogeography and paleoecology with a focus on past and current climatic and anthropogenic influences on the fire and vegetation regimes of the Pacific Northwest.