PROFESSIONAL ETHICS AND PRACTICES - COLUMN 155
Topical Index-Table of Contents to the Professional Ethics and Practices Columns
A topically based Index-Table of Contents, “pe&p index.xls” cov ering columns, articles, and letters to the editor that have been referred to in the PE&P columns in Excel format is on the AIPG web site in the Ethics section. This Index-Table of Contents is updated as each issue of the TPG is published. You can use it to find those items addressing a particular area of concern. Suggestions for improvements should be sent to David Abbott,
dmageol@msn.com
Compiled by David M. Abbott, Jr., CPG-04570, 5055 Tamarac Street, Denver, CO 80238, 303-394-0321, fax 303-394-0543,
dmageol@msn.com
Field Training at Field Camp and Otherwise
Stephanie Jarvis’, YP-125, “In the Field” column in the TPG provided a very interesting discussion of the question of why many current geoscience students do not like and/or are not comfortable doing field work and are like- wise uncomfortable taking field camp. Jarvis provides some general observations on the topic but particularly focuses on some of the real issues women have in the field. I encourage everyone to read or re-read Jarvis’ column.
As Jarvis notes, the discussion stemmed from comments I heard from the largely academic participants at a meeting at the Geological Society of America in March. Since it’s been a few decades since I was a student, I posed the question to Jarvis and Student’s Voice columnist Kristina Portabib, SA-3410, who are far more familiar with current student views than me. We agreed that a discussion of the topic was warranted and it quickly became apparent that there are variety of issues involved here. Both Jarvis, in “Notes from the Field” (Sep/Oct have written about their field camp experience and the value they received from it (both articles are on the Geologic Ethics & Professional Practices CD along with all my columns and articles by others that I’ve discussed). “Field Camp: it’s not optional for the professional,” the lead topic in column 131 but some of the problems students have with taking field camp and the fact only a few schools offer a field camp; cost being the main reason for both. Nevertheless, gaining exposure to rocks in the field via some sort of field experiences is a basic part of geoscience education.
There are a variety of skills required for field camp: gen- eral outdoors skills (proper clothing and other gear, hiking skills, etc.), compass use and orienteering, the ability to read topographic maps and air photos, etc. Some of us learn these skills through Scouting and similar activities, but others don’t. Courses like geomorphology with labs using maps and air photos can acquaint one with some of these skills. The ability to read topographic maps helps when one is dealing with other contoured (properly isoline) data such as structure maps on the top of some buried formation, isopachs, etc. GPS units are commonly used for located sampling and other sites these days, but when you’re in a canyon, GPS may not work because your GPS can’t see enough satellites and you have to fall back on a compass and a map or air photo to locate yourself.
There is an additional skill that you may need as a young professional, the ability to use a manual transmission (aka
a stick shift). When you’re dealing with rough terrain roads (trails), manual transmissions have been preferred for years and so many company vehicles still have them. Automatic transmissions are getting better (more gears), but not all field vehicles have them.
In SEG Newsletter #101, April 2015, 2015 SEG President François Robert addressed the issue of acquiring the pro- fessionally required geological understanding based on basic observations of outcrops, drill core, and the use of a variety of other geoscientific data sets. Robert states:
An obvious question is how can we acquire the required practical observation and interpretation skills? We have all heard that, all other factors being equal, the best geologists are those who have seen the most rocks. This is certainly true but it is also about knowing what to look for in the rock to establish its geological context, especially its place in space and time. In other words, it is about linking one’s own field-based observations with relevant geological concepts, knowledge of processes, and an accu- rate geologic map (or section) at the scale of interest. This practical geological know-how is not gained overnight and comes only with dedication, experience, and as much field exposure as possible.
For students, this process starts with making the best of any field geology components still offered by academic institutions, seeking field-based summer employment or internships, with a mapping component if available, and participating in as many external field trips as possible.
Robert recognizes that field camp, while desirable, is not the only way one can acquire field skills. Some schools offer courses in field methods that include one- or two-day map- ping exercises. For students whose need to work during the summer to raise tuition funds or who have family obligations that prevent attending a 6-week field camp, these shorter field skills courses are an alternative, particularly where a variety of such exercises are offered throughout one’s undergraduate program. Field trips sponsored by local and national geoscience societies are great learning opportunities for both students and professionals. Local society trips are usually cheaper and involve less travel. Some societies, such as SEG, offer field conferences that are very valuable both during and after one’s academic career. Many companies will pay for their younger staff members to attend such courses that are focused on top- ics of particular interest.
It is true that many (most?) geoscientists spend only a small amount of their professional time in the field; it’s true for me. But field trips continue to be an important part of my professional development. Even though I’m a mining geologist,
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