eld research with undergraduate students: Three models for experiential learning projects investigating active tectonics of the Nicoya Peninsula, Costa Rica

International fi eld experiences offer exceptional opportunities for effective student learning in the geosciences. Over the 10 yr period between 1998 and 2008, more than 40 undergraduate students from 14 institutions participated in fi eld research investigating active tectonics on the Nicoya Peninsula, Costa Rica. Three different project models were used: (1) a month-long summer research project, (2) a series of 1 to 2 wk independent fi eld study projects, and (3) a week-long fi eld research module. These projects shared a common research theme (active tectonics), fi eld area (Nicoya Peninsula), and pedagogy (experiential learning), thus allowing for easy comparison of teaching methods, logistics, and learning outcomes. Each model has unique pedagogical benefi ts and challenges, and is therefore better suited for a different group size, student to faculty ratio, project duration, and budget. Collectively, these student research projects generated signifi cant publishable data relevant to ongoing investigations of forearc tectonics and earthquake hazards along the Costa Rican Pacifi c margin. Individual student projects were carefully designed to provide a quality fi eld learning experience, while adding a new piece to the larger research puzzle. Indicators of project success include levels of student engagement; gains in technical and cognitive fi eld skills; and productivity of student-authored publications, reports, and presentations. Students commonly described these projects as instrumental in shaping their professional identity as geoscientists. Blending international fi eld research with experiential learning pedagogy creates a powerful synergy that captures student imagination and motivates learning. By placing students beyond the comfort of their home learning environment, inter national fi eld 2 Marshall et al. spe 461-08 page 2 of 22