WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department _____________Geoscience_____________________________________
Date ____2/5/2011____________
____GEOS 301___________
Course No.
______Field and analytical Methods I_____________________
Course Name
This proposal is for a(n)
___X___ Undergraduate Course
Applies to: ___X___ Major
__X___ Required
_____ Elective
___X___ Minor
__X___ Required
_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
Flagged Courses:
_______4______
Credits
_____ 1. Humanities
_____ 2. Natural Science
_____ 3. Social Science
_____ 4. Fine & Performing Arts
Unity and Diversity:
_____ 1. Critical Analysis
_____ 2. Science and Social Policy
_____ 3. a. Global Perspectives
_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
__X___ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites ________ ENG 111 and GEOS 130 or GEOS 235, or instructor’s permission______________________
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
_____Toby Dogwiler___________________________
Name (please print)
____ x5267___
Phone
______tdogwiler@winona.edu ________
e-mail address
[Revised 9-05]
WINONA STATE UNIVERSITY
UNIVERSITY STUDIES APPROVAL FORM
Routing form for University Studies Course approval.
Department Recommendation
Course____GEOS 301 Field and Analytical Methods I_____
_____ Approved
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
_____ Disapproved
____________________________________________
e-mail address
_____ Disapproved*
________________
Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall
be provided to the University Studies Subcommittee.
USS Recommendation
_____ Approved
_________________________________
University Studies Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ No recommendation
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-07]
Please note: In Fall 2010, GEOS 301 (formerly GEOS 280) Field and Analytical Methods I was changed from a 2credit class to a 4-credit class to reflect the evolution and expansion of course content as new faculty took over
responsibility for the course and as graduate school and industry demands have changed. This proposal is for a
corresponding increase in writing flag credits (from 2 to 4).
The purpose of the Writing Flag requirement is to reinforce the outcomes specified for the basic skills area of
writing. These courses are intended to provide contexts, opportunities, and feedback for students writing with
discipline-specific texts, tools, and strategies. These courses should emphasize writing as essential to academic
learning and intellectual development.
Courses can merit the Writing Flag by demonstrating that section enrollment will allow for clear guidance,
criteria, and feedback for the writing assignments; that the course will require a significant amount of writing to
be distributed throughout the semester; that writing will comprise a significant portion of the students’ final
course grade; and that students will have opportunities to incorporate readers’ critiques of their writing.
GEOS 301—Field and Analytical Methods I—is a required core course for all geoscience major options and for
Earth Science Teaching majors. This course is designed as a field-based experience in which students work
outdoors each week to solve basic geologic problems. It is designed as a sophomore-level course that introduces
students to the fundamental principles of working in the field—an activity central to the practicing geoscientist.
As such, it is critically important that students become familiar with writing in the field and preparing reports. All
students in this course are required to keep a detailed field notebook, and to complete field reports summarizing
their work on each project during the semester. In this regard, students encounter two very different styles of
writing in the geological sciences in this course. The first, in the field notebook, may be considered more informal,
but is necessarily focused on detailed observations. The second, in the field report, is a more formal style of
writing, and requires the student to synthesize the detail and data collected in the field to draw more broad
conclusions about the project.
Geoscience 301 is a 4 S.H. class that meets twice a week; the first meeting is a one hour class period earlier in the
week and the second meeting is a four-hour block. The first meeting block allows students the time needed to
prepare for work in the field (through short in-class instruction and exercises), complete peer-reviews of writing
assignments, and complete quizzes or exams. The second meeting (4-hour block) allows students to work in the
field for an extended time on individual projects. Students are often required to return to the field site on their
own time to complete course assignments or to review their observations based upon instructor feedback.
Enrolment in this class for the past couple years averages about 25 students, allowing sufficiently adequate faculty
time for review of student writing. Students write field notes weekly; these notes are reviewed regularly by
faculty and occasionally by peers to allow students the opportunity to incorporate feedback into their writing.
Writing in this course consists of describing rock successions and methods of analysis as well as preparation of
formal reports. As such, there is relatively little reliance on review of published literature. The Geoscience
Department prefers this method because it helps students build confidence in their own ability as a scientist and
as a writer. Because there are no published accounts of these projects, students have little from which to be
tempted to plagiarize (which is commonly a problem for beginning students) and must arrive at their own original
interpretations of the data they collect.
These courses must include requirements and learning activities that promote students' abilities to...
a. practice the processes and procedures for creating and completing successful writing in their fields;
The most basic form of writing in the geological sciences is the completion of the field notebook. Students must
learn how to detail their observations in the field. This is as much an exercise in writing as it is an exercise in
learning to observe carefully and completely, because one cannot write of description of something one has not
observed. Students take field notes each week, which are collected and reviewed regularly by the course
instructor (as often as weekly by some instructors and with each project by other instructors in the department).
Data collection in the field takes place most weeks during the semester (weather permitting). When notebooks
are collected, they are checked for completeness of recorded observations; if incomplete, students are required to
return to the field to complete the assignment. In this manner, students are effectively given the opportunity to
create multiple edited drafts of their work. From these field notes, students are asked to write summary field
reports that synthesize their findings. Reports follow a standard geologic format, requiring students to become
familiar with the style of writing common to one part of the geologic literature.
b. understand the main features and uses of writing in their fields;
Writing in the geological sciences takes on many forms dependent upon the purpose of the communication. In
this course, the primary focus is upon teaching students the fundamentals of field reporting (more formal writing
in geoscience is taught in a junior-level course, GEOS 365 Sedimentology and Stratigraphy, also an approved
writing flag course). Each weekly exercise requires students to detail their observations in the field, thus giving
students a chance to learn these skills. Further, students have ample opportunity to learn how to write field
reports by completing such reports based at the end of each project during the semester. Grading in the course is
based heavily upon evaluation of student field notes, field reports and class participation (including peer-review
assignments).
c. adapt their writing to the general expectations of readers in their fields;
By requiring this course at the sophomore level, students learn early that they must begin to adopt the jargon of
the discipline. One reason the department developed this course was to begin to instill a robust knowledge
relatively early in the curriculum. Because writing is so critical to and varied within the discipline, we felt it
important that students begin early in their program to learn to write in geology (as opposed to general writing).
By requiring a specific and common format for field reports and teaching students the boundaries of flexibility in
taking field notes, students learn the expectations of the discipline. They also learn that these formats are the
norm in the discipline when they see them in print as they read the geologic literature.
d. make use of the technologies commonly used for research and writing in their fields;
Students are required to purchase a field notebook for this course. Geologic field notebooks vary in style.
Perhaps the most common is the “Rite-in-the Rain” brand, which contains paper treated to allow the geologist to
write notes when the paper is wet. Most field notebooks are designed to fit in a back pocket or field case.
Students are taught that the field notebook is the equivalent of the geological bible—that the notebook is perhaps
the most highly valued of all geologic tools, because it contains the record of the geologists observations.
Students learn how to catalog their notes (effectively to archive notes) so that they can refer to them in years to
come, perhaps long after an outcrop has been removed for development. Field reports and data analysis are done
using computers; students work primarily with MS Word and Excel in this course, but also make use of specific
geologic software that allows for the presentation of rose diagrams and stereonets (graphic representation of field
measurements). There is relatively little library work required in this course; this aspect of geologic writing is
covered in considerable detail in our companion W-flag course, GEOS 365.
e. learn the conventions of evidence, format, usage, and documentation in their fields.
The requirement that students turn in their field notebooks multiple times during the semester helps ensure that
they learn to adopt the format, usage, and styles of evidence presentation and documentation required in the
discipline. Students begin to practice these skills in more formal writing by completion of the field reports, which
require clear presentation of field evidence to support conclusions. Each report follows a standard format, usage,
and documentation procedure, which mimics that found in the geologic literature. Although short quizzes and
exams are given in this course; the student’s grade is based heavily on field projects, where field notes and report
writing are essential.
SAMPLE SYLLABUS
GEOS 301 – Field and Analytical Methods I Fall 2011
W 1:00 – 1:50 pm and F 1:00 – 4:50 p.m., SLC 178
Professor: Dr. Candace L. Kairies Beatty (Dr. KB)
Office: Pasteur 122
Phone: 507-474-5789
Email: ckairiesbeatty@winona.edu
301 - Field and Analytical Methods I (4 S.H.)
An introduction to basic geologic field techniques. Covered topics/techniques will include: field notes, rock
descriptions and field sketches, use of a Brunton compass, pace and compass mapping, measurement and
description of stratigraphic sections, surveying methods, mapping techniques and cross-section construction, GIS
and remote sensing, and soil sampling and analysis. Prerequisite: ENG 111 and GEOS 130 or GEOS 235, or
instructor’s permission. Field trips required. Offered yearly, fall semester.
University Studies requirements: Successful completion of this course satisfies 4 S.H. of credit toward completion
of the Writing Flag requirements of the University Studies program. As a Geoscience Major, you will complete an
additional 4 S.H. of required writing flag work when you successfully complete GEOS 365-Sedimentology and
Stratigraphy. The purpose of the Writing Flag requirement in the University Studies program is to reinforce the
outcomes specified for the basic skills area of writing. These courses are intended to provide contexts,
opportunities, and feedback for students writing with discipline-specific texts, tools, and strategies. These courses
should emphasize writing as essential to academic learning and intellectual development.
These courses must include requirements and learning activities that promote students' abilities to...
a. practice the processes and procedures for creating and completing successful writing in their fields;
b. understand the main features and uses of writing in their fields;
c. adapt their writing to the general expectations of readers in their fields;
d. make use of the technologies commonly used for research and writing in their fields; and
e. learn the conventions of evidence, format, usage, and documentation in their fields.
These outcomes will be coded by letter throughout the rest of this syllabus so that you have a clear understanding
of how this course will help you accomplish the above goals.
Format of course: We will meet for three hours of lecture and two hours of lab/field work each week, with one
hour of lecture on Wednesdays and the remaining lecture/lab/field time on Fridays. The one hour lecture on
Wednesday will be used to prepare for Friday’s class/lab, allowing us to maximize time in the field on Fridays.
GEOS 301 is a course in field methods, so lecture and laboratory will often be integrated and the distinction
between them will be “fuzzy.” This will allow for teaching in the field rather than having an arbitrary distinction
between “lecture” and “laboratory” times. Students will be evaluated primarily through written project reports
(and associated maps, notes, sketches, etc), homework assignments, and quizzes and standard exams.
Students will generally work on projects in teams of two or three. When the weather gets too harsh to work
outside, we will complete previously initiated field projects indoors. Although students will work in teams in the
field, each student is expected to make their own observations, collect their own field notes, and complete
individual field reports for each project (outcomes a-e).
Because this course satisfies a portion of your writing flag requirement, you will be expected to complete a
substantial amount of writing throughout the semester. One of the most critical forms of writing in the geological
sciences is the compilation of field notes (outcomes a-e). One of the primary goals of this course is to learn how
to take detailed and complete field notes, and to synthesize those observations in final project reports (outcomes
a-e). Perhaps the most important goal you can achieve in this course is learning how to make careful and critical
observations in the field (outcomes a, b). This is crucial to taking good field notes, and obviously crucial to being
able to make accurate interpretations and draw reasonable conclusions about geologic problems. An old geologic
adage-you have to believe it to see it-can be extrapolated nicely for our work in this class-you have to see it to be
able to write about it. Most beginning students experience difficulty taking complete field notes because they
have not learned to carefully observe geologic features. You will have the opportunity, in this course, to hone
your observational skill. In doing so, you will also learn to write scientifically (outcome c). Writing descriptions
and formal reports of your observations becomes a logical and necessary extension of your observations
(outcomes a-e). It is critical that a good geologist take detailed and complete field notes because one can never
be certain that the outcrop will be there when you decide to go back to revisit it. Most geologists develop the
habit of thinking about collecting data for both the first time and last time; this also serves to make you more
efficient in the field (a skill your future employer will greatly appreciate). Without good field data it becomes
impossible to draw reasonable geologic conclusions.
Assessment of Outcomes:
Students will be evaluated on the quality of their work, as displayed by their activity and conduct in the field, the
quality of their field notes, participation on peer review and by the quality of the assignments turned in for each
project (outcomes a-e), in addition to short quizzes and exams:
 Projects (55%)
o As indicated in the course outline, students will complete a variety of projects this semester.
Although the specific items graded for each project will vary, in general students will be
evaluated on the quality and detail of field notes and sketches, rock descriptions, written
reports, and other deliverables required as part of the specific project (such as maps,
stratigraphic columns, etc.).

Peer review assignments, homework, other laboratory assignments (15%)
o Peer review of assignments is an important aspect of learning how to write well. By reading
others’ work, students get a better sense of their own strengths and weaknesses and a better
sense of how to write for an audience.
o Homework and laboratory exercises are designed to introduce topics that will be covered in
class/in the field or to reinforce concepts learned in class/in the field.

Exams; midterm and final (20%)

Quizzes (10%)
Grading (Students must take the course for a letter grade):
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69
F = < 60
Description of major projects to be completed in this course:
1. Introduction to Field Notes and Sketches
a. Introduce note taking and sketching
b. Discuss what every good field notebook should contain
c. Practice note taking and sketches using digital GigaPan images (Example:
http://gigapan.org/gigapans/51201/)
2. Perrot State Park Project
a. Locate on a topographic map in the field
i. Keying stations on the topographic map to field notes
b. Identify and describe sedimentary rocks in the field and prepare rock descriptions based on field
notes
i. Rock descriptions will be revised and rewritten based on instructor and peer evaluation.
3. Mapping projects
a. Pace and compass mapping (Woodlawn Cemetery, Winona, MN)
i. Construct a map of specified objects/locations in the cemetery using a Brunton compass
1. Foresight and backsight
2. Pace method of determining distances to objects
ii. Determine elevations using a Brunton compass
b. Survey mapping (Woodlawn Cemetery, Winona, MN)
i. Map same objects/locations as mapped in 3a using survey equipment (auto levels, stadia
rods)
c. Mapping with GIS
i. Introduction to the basics of ArcGIS software
ii. Map same objects/locations as mapped in 3a using hand-held Trimbles to collect data.
Data is uploaded into ArcGIS software to make a map.

A written report will be prepared for each of the mapping projects described above. Reports will be
evaluated by the instructor as well as your peers.

A final written report with appropriate revisions will be prepared comparing mapping methods in 3a-c,
including pros and cons, sources of error, etc.
4. Soil sampling (Earth-Be-Glad Farm, Lewiston, MN)
a. Collect soil samples in a field based on a grid approach
b. Measure texture, soil moisture, pH, color and other parameters (field and laboratory
measurements)
c. Prepare written report detailing results
d. Report will be revised based on instructor and peer evaluation
5. Measuring and describing a stratigraphic section using a Jacob’s staff
a. Prepare detailed descriptions of sedimentary rocks from field notes
b. Create a stratigraphic column from field notes
6. Basics of geologic maps and cross sections
a. Practice working with geologic maps, visualizing and drawing cross sections
b. Project in the Rock Garden between Pasteur, Watkins and SLC
i. Identify igneous, metamorphic and sedimentary rocks in the field and write detailed rock
descriptions.
1. Rock descriptions will be revised and rewritten based on instructor and peer
evaluation.
ii. Construct a geologic map from field notes
iii. Prepare a written report detailing the geologic history of the rock garden
7. Tombstone weathering project (if time permits; Woodlawn Cemetery, Winona, MN)
a. Evaluate degree of weathering on tombstones as a function of time (as evidenced by date of
death) and lithology
b. Further work on field notes, rock identification, data collection, mapping with GIS
c. Analyze and present data using Excel
d. Prepare written report detailing results