132-6 Hidden in Plain Sight: Exploring Geology Through Urban Structures

Abstract:

Kansas is characterized by relatively flat topography, providing few natural rock outcrops that can be easily incorporated into undergraduate geology instruction. Combined with limited laboratory time, this presents a challenge for providing students with authentic field experiences that reinforce classroom concepts. Wichita State University faces an additional obstacle as a predominantly commuter institution with a nontraditional student population. Many students balance coursework with employment, families, and other responsibilities, making extended field trips impractical. Yet meaningful interactions with geologic materials remain essential for developing observational skills, connecting course concepts to the real world, and fostering continued interest in the geosciences.

In order to support student needs, we look to the urban environment around us to see how geology can transform cities into accessible outdoor classrooms by utilizing building material, monuments, and public art installations as field sites. These unconventional exposures allow students to investigate geologic materials within their own community while eliminating many of the logistical barriers associated with traditional field excursions. Historical research is integrated with field observations to illustrate both the geologic origin and societal use of Earth materials.

Three urban field sites were selected based on their proximity to the university, accessibility for students, and the presence of unique geologic features. The sites represent three distinct areas of geologic inquiry. Site 1 is an astronomical-themed public art installation that can serve as an outdoor laboratory for investigating the relationships between objects in our solar system. A downtown historical building serves as Site 2 and provides an accessible location where students apply rock and mineral identification techniques, reinforcing introductory geologic concepts through field-based observation. Fossiliferous limestone blocks along a nature walk at Site 3 allow students to identify fossil assemblages and interpret Paleozoic marine depositional environments represented throughout the region.

These activities demonstrate that meaningful field experiences do not require spectacular natural outcrops. Urban geology allows us to leverage locally available resources. This provides an accessible, low-cost, and scalable model for increasing student engagement, strengthening observational skills, and connecting geologic concepts to the communities in which students live.

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