“Riding the rip”: an experiential and integrated human–physical geography curriculum in Costa Rica

Abstract

Integrating research into short-term study abroad programs is challenging because of language, fieldwork logistics, and traditional learning models based on passive classroom experiences. Experiential learning often makes use of research as experience, but relatively few examples integrate human and physical geography. Here, we describe an experiential and integrated human–physical undergraduate geography curriculum in Costa Rica. We combine rip current morphodynamics, beach-user surveys, and cultural landscape in a 3-week program in Costa Rica. Emotions associated with the direct and indirect experience of “riding the rip” positively influenced the cognitive domain of student learning.

Keywords:

• study abroad
• Costa Rica
• fieldwork
• experiential learning

Acknowledgements

We also thank Larry Komrower, Leon Arnao, Will Baker, Sarah Trimble, and anonymous referees.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Texas Sea Grant College Program from the National Sea Grant Office, National Oceanic and Atmospheric Administration, U.S. Department of Commerce [grant number NA10OAR4170099].