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Geotechnical News • September 2016
GEO-INTEREST
combining: a) Specialized technical
information provided by experts in the
field, b) Assignments promoting stu-
dent reflection on their actual learning
during their participation in technical
tours and onsite field exercises, and
d) Synchronous/asynchronous peer
collaboration and online critiquing and
archiving of information, the authors
set the framework for Sustainable
Field Training in Geosciences/Geoen-
gineering.
Not only was this field course a
memorable one from a technical per-
spective, but it was also an experience
that the students will remember as a
cultural exchange. For the duration
of the visit, the generosity as well as
warm culture of the Greek people was
a highlight, as at no moment was there
a lack of hospitality or kindness. A
common takeaway was about embrac-
ing culture of the Greeks who have
a passion for learning, teaching, and
expanding their knowledge base. This
was highlighted by the fact that due to
the enthusiasm of Greek GeoProfes-
sionals (in particular, Hydro Greece
(D.E.H.) staff that travelled over 200
km in order to provide students access
to an underground power generation
cavern). In this respect, there was no
evidence of any crisis in Greece. The
Canadian Contingent enjoyed learning
about the Greek culture, and feasting
in their delicious and varied cuisine.
This field course helped all those that
were privileged to take part in it to
grow personally and take a little bit of
Greece back to Canada with them; as
Dr. Paul Marinos himself put it, “You
are now all Greek!”
This type of international collabora-
tion between these institutions that
has spanned more than a decade has
won high praise from the Embassy
of Canada to the Hellenic Republic,
specifically, from Ambassador Keith
Morrill himself. We look forward to
future venues and collaborations with
a view to improving such experiences
for our graduate students – in a sus-
tainable fashion.
References
Mogk, D. & Goodwin, C. (2012).
Learning in the Field: Synthesis of
research on thinking and learning
in the geosciences. In Kastens,
K.A. and Manduca, C.A., eds.,
Earth and Mind II: A Synthesis of
Research on Thinking and Learn-
ing in the Geosciences:
Geological
Society of America Special Paper
486 p.131-163
Petcovic, H., L. Stokes, A., Caulkins,
J., L. (2014). Geoscientists’ per-
ceptions of the value of under-
graduate field education. Retrieved
from
/
gsatoday/archive/24/7/pdf/i1052-
5173-24-7-4.pdf
Pyle, E. (2009). A framework for the
evaluation of field camp experi-
ences. In Whitmeyer, S., Mogk,
D., and Pyle, E. (Eds),
Field Geol-
ogy Education-Historical Perspec-
tives and Modern Approaches:
Geological Society of America
Special Paper 461, p. 341-356,
doi:10.1130/2009.2461(26).
Skordaki, E., M. & Vlachopoulos, N.
(2016). Redesigning Field School:
Blended learning strategies for
enhanced student metacognition
in a sustainable field exercise
design. GeoVancouver Conference
2016 (Abstract Accepted-Paper in
review).
Stirling, S. (2008). Sustainable educa-
tion, towards a deep learning
response to unsustainability. Policy
& Practice: A Developmental Edu-
cation Review, 6, 63-68. Retrieved
from
Nicholas Vlachopoulos
Civil Engineering Department,
Royal Military College of Canada,
Kingston, Ontario K7K 7B4
T: 613-541-6000 x 6398
email:
Nicholas is a professor with the
Royal Military College of Canada
(RMCC) within the Civil
Engineering Department and
Director of the RMC Green Team.
Efrosyni-Maria Skordaki
Civil Engineering Department,
Royal Military College of Canada,
Kingston, Ontario K7K 7B4
T: 613-541-6000 x 8779
email:
Efrosyni-Maria is geosciences
research staff with the RMCC within
the Civil Engineering Department
and instructional designer at the
Canadian Forces School of
Communications and Electronics.
