Urban Geology

Purpose: to help other instructors teaching the same course

Common Course ID:  GEOL 3570
CSU Instructor Open Textbook Adoption Portrait

Abstract: This open textbook is being utilized in a geology course for undergraduate or graduate students by Dr. Rezaie Boroon at Cal State LA. The open textbook provides in-depth coverage of key topics in urban geology, including geological hazards, groundwater contamination, urban land use planning, and more. Instructor supplemental material includes test bank, PowerPoint slides, teaching notes etc.  The main motivation to adopt an open textbook was to increase accessibility and reduce financial burden for students. By choosing an open textbook, the aim was to provide all students with free and immediate access to the required course materials. The cost of traditional textbooks can be a significant barrier to education for many students, and the adoption of an open textbook aligns with the goal of promoting equity and inclusivity in education. Most student access the open textbook in digital format, primarily through the OpenStax CNX platform. The textbook (or course material) is available online for students to read directly on the platform, download as a PDF, or view in an ePub format. This digital access ensures that students can easily read the textbook on their computers, laptops, tablets, or smartphones, providing flexibility and convenience in their learning experience. Additionally, the interactive features on the platform, such as zoomable figures and resizable text, enhance the readability and engagement of the textbook for students across various devices and settings.

Course Title and Number: GEOL 3570- Urban Geology
Brief Description of course highlights:  Geologic conditions and processes (earthquakes, volcanoes, floods, landslides, coastal processes, etc.) as they affect urbanized areas around the world. Urban governmental planning and regulation for mitigation of geologic problems.
Credit Hours: 3 lecture hour(s) per week
Grading: ABCDF
Mode of Delivery: Face to Face
Prerequisite(s): Completion of GE 4 basic subjects and a course each from lower division Blocks B, C and D.
Student population:  No prerequisite required. Students have various majors and background.  The student population in Geol 3570 reflects the diverse community at Cal State LA, with students from various ethnic, cultural, and socioeconomic backgrounds.  Demographics may include a mix of traditional-aged undergraduates and non-traditional students, including transfer students from community colleges.  Students may come from urban, suburban, or rural backgrounds, with an interest in understanding the geological aspects of the urban environment.  Diversity in majors and career goals contributes to a rich learning environment, with students bringing unique perspectives to discussions on urban geology.

Learning or student outcomes:  List student learning outcomes for the course.
1. Evaluate (using data) and describe the likely geologic hazards that may affect a specific urban area, such as a hillside, near a river channel, or an area near a volcanic center.
2. Describe the types of geologic hazards and their effects on urban areas, covering the geologic settings of different cities worldwide.
3. Elucidate the nature of the geological processes around them and how these processes directly and indirectly influence their lives in the city.
4. Critically analyze potential and actual methods used by cities to regulate civic activities to mitigate geologic hazards.
5. Gain an understanding of the methods that geologists and city regulators can and do use to mitigate geologic problems. Students will be able to evaluate safety measures versus economic limitations, gaining a broad perspective on how different economic conditions across the world affect populations' abilities to mitigate geologic problems. Students will observe that similar hazards can be more destructive in some areas compared to others due to differences in the ability of populations to cope with these hazards.
6. Determine how freshwater is obtained for city use and identify potential problems associated with the collection and protection of these resources.
7.  Strengthen their analytical and communication skills by investigating and reporting on geologic conditions in their city, Los Angeles. Oral and written assignments will focus on evaluating real situations and conditions in the Los Angeles urban area. assignments will focus on evaluating real situations and conditions in the Los Angeles urban area.

Textbook or OER/Low cost Title: Several Peer Revied Journal Articles for example - Geology of Los Angeles by Tera Tech Co. 
Brief Description: The textbook chosen for the course Urban Geology (GEOl 3570) is an Open Educational Resource (OER) titled "Urban Geology: Processes and Impacts." This textbook was selected for its comprehensive coverage of key concepts in urban geology, its student-friendly approach, and its alignment with the course objectives. Publisher: Peer Reviewed Journal Article

Concepts Covered:
The Journal article covers a range of essential topics in urban geology, providing students with a deep understanding of the geological processes and their impacts in urban environments. Some of the key concepts include:

Geological hazards in urban areas (earthquakes, landslides, subsidence)
Urban land use planning and geotechnical considerations Groundwater contamination and remediation strategies Geological mapping techniques for urban settings Impact of urbanization on natural resources and ecosystems Case studies of major cities and their geological challenges

Pedagogical Approach:  The pedagogical approach of the textbook is student-centered, with a focus on clarity, accessibility, and engagement. Each chapter begins with learning objectives to guide students through the key concepts they will explore. The content is presented in a clear and concise manner, with ample use of diagrams, images, and examples to aid comprehension. Real-world case studies and examples from various urban settings provide context and relevance to the topics discussed.

Problem Sets and Activities:   To reinforce learning, I make sure that each chapter includes problem sets and review questions on Canvas. These exercises range from conceptual questions to more in-depth problems that require students to apply their knowledge. Additionally, the textbook offers hands-on activities and fieldwork suggestions for students to further explore the geological aspects of their own urban environments. These activities promote critical thinking, analysis, and practical application of concepts learned.

Overall Structure:  The textbook is organized logically, starting with an introduction to urban geology and its significance. It then progresses through chapters that delve into specific topics such as geological hazards, urban hydrogeology, soil mechanics, and urban planning considerations. Each chapter concludes with a summary of key points, review questions, and suggested further readings for students who wish to delve deeper into specific areas.

Please provide a link to the resource:  Geology of Los Angeles, California, United States of America | Environmental & Engineering Geoscience | GeoScienceWorld

Authors:  WILLIAM L. BILODEAU; SALLY W. BILODEAU; ELDON M. GATH; MARK OBORNE;  RICHARD J. PROCTOR

Student access:  Students in the course "Urban Geology: Processes and Impacts" (GEOl 3570) access the open textbook primarily through the OpenStax CNX platform, which serves as the main repository for the course materials. Here are the main methods and locations where students access the materials:

Open Source online access platform: The open-source material for "Urban Geology is hosted online. Students can access the textbook by visiting the specific link provided by the instructor or by searching for the title on the Open source website. Once there, students can read the textbook directly online, download it as a PDF, or view it in ePub format. The platform offers interactive features such as zoomable figures and resizable text, enhancing the reading experience for students.
Course Management System (if applicable): Instructors may also integrate links to the textbook within the course management system, such as Canvas. This provides students with easy access to the textbook alongside other course materials, assignments, and resources.

Printed Copies: While the textbook is primarily accessed digitally, some students may choose to print the materials for their own use.

Mobile Devices: The digital format of the textbook makes it compatible with various devices, including smartphones and tablets. Students can access the textbook on-the-go using their mobile devices, enabling them to study and review course materials anytime and anywhere.

Library Access: In some cases, university libraries may also provide access to the open textbook through their digital collections. Students can check with their university library to see if the textbook is available for online viewing or download through library resources.|

Overall, the accessibility of the open textbook "Urban Geology: Processes and Impacts" is optimized for digital access, allowing students to read, download, print, and study the materials in a variety of formats and locations that suit their preferences and learning styles.

Supplemental resources: List resources including online homework systems, interactive study guides for students, and faculty-only resources such as solutions and slides that are available.

Provide the cost savings from that of a traditional textbook.  The adoption of an open textbook for the course "Urban Geology” results in significant cost savings for students compared to a traditional textbook. Here is an estimate of the potential cost savings:

Traditional Textbook Cost:  The average cost of a traditional geology textbook can range from $80 to $200 or more, depending on the publisher, edition, and format.  For the purposes of this estimation, let's consider a mid-range cost of $120 for a traditional geology textbook.

Open Textbook Cost:  The open textbook/material is freely available to students without any cost.  There are no purchase or rental fees associated with accessing the textbook on the OpenStax CNX platform.

Estimated Cost Savings:  By adopting the open textbook, students in the course save the entire cost of purchasing or renting a traditional textbook.

Estimated Cost Savings = $120
Therefore, by adopting the open textbook/material for Geol 3570, students potentially save an estimated $120 on textbook expenses. This represents a significant financial benefit, reducing the financial burden on students and ensuring equitable access to course materials for all enrolled students.

License: Material is from open sources online and it is not copyrighted.

Instructor Name:  Mohammad Hassan Rezaie Boroon
I am a Geology professor at the California State University, Los Angeles. I teach the following courses

• Earth Science (Geol. 101), 
• Earth Science Education for Elementary Teachers (NATS 183), 
• Earth Science Education for Elementary Teachers (NATS 183-on-line/hybrid),
• Oceanography lecture and lab (Geol. 1550), 
• Natural Disasters (Geol. 1580), 
• Earth Revealed lecture and lab (Geol. 1500), 
• Geosciences Careers (Geol. 300), 
• Transition to Cal State L.A. for Natural and Social Science Majors (NSS-301), 
• Mineralogy and Petrology (Geol. 3010),
• Southern California Geology (Geol.3210), 
• Environmental Geology of Developing Nations (Geol. 3330), 
• Geological Mapping (Geol 3600)
• Urban Geology (Geol.3570), 
• Hydrogeology (Geol. 4840),
• Vadose Zone Hydrogeology (Geol. 5610),
• Contaminant Hydrogeology (Geol. 5620), 
• Contaminant Hydrogeology -Seminar (Geol.5700).

Please provide a link to your university page.  Mohammad H. Rezaie Boroon | Cal State LA

Describe your teaching philosophy and any research interests related to your discipline or teaching.
Teaching Philosophy: In the array of courses I teach, from Geology 1500 Earth Revealed to Hydrogeology, there exists a tapestry of knowledge waiting to be explored. Earth Revealed (Geol. 1500 serves as the foundation, a journey through the geological wonders of our planet. Whether in the traditional classroom or through the lens of Earth Science Education for Elementary Teachers (NATS 183), we delve into the intricacies of our natural world, igniting curiosity in future educators. For those on the online path, NATS 183 in its online/hybrid form offers flexibility without compromising depth. Oceanography (Geol. 1550) immerses us in the vastness of Earth's oceans, while Natural Disasters (Geol. 1580) prepares us for the unpredictable forces of nature. Earth Revealed (Geol. 1500) unveils the geological processes shaping our landscapes, inspiring awe and understanding. As we progress, Geosciences Careers (Geol. 300) opens doors to diverse paths, from Southern California Geology (Geol.3210) to Environmental Geology of Developing Nations (Geol. 3330). For those venturing deeper, Mineralogy and Petrology (Geol. 3010) unveils the secrets of Earth's composition, while Geological Mapping (Geol 3600) improves the skills of observation and map analysis. Urban Geology (Geol.3570) brings the study of Earth to our city streets, connecting theory to the concrete. Hydrogeology (Geol. 4840) investigates into the world beneath our feet, understanding the flow of water in geological formations. For the specialized explorer, Vadose Zone Hydrogeology (Geol. 5610) and Contaminant Hydrogeology (Geol. 5620) offer in-depth studies, culminating in the exploration of real-world challenges in Contaminant Hydrogeology Seminar (Geol.5700). In this diverse array of courses, we not only study Earth's past and present but also equip ourselves to navigate its future, fostering a philosophy of learning deeply rooted in understanding, discovery, and the profound interconnectedness of our planet's systems.

Research Interest:  My research interest lies at the intersection of water quality, geochemistry, and environmental impact assessment, as evidenced by a breadth of investigations spanning various water bodies and regions. From the Stable Isotopic Signatures of NO3 in Wastewater Effluent and Los Angeles River to the monitoring of nitrate levels in Ballona Lagoon, Los Angeles, California, my work seeks to understand the dynamics of contaminants and their effects on aquatic ecosystems. Projects such as the characterization of water flow paths in shallow vadose zones, urban water quality assessments, and the geochemistry of heavy metals in diverse settings reflect a commitment to unraveling the complexities of water systems. Additionally, my forthcoming research on anthropogenic organic contaminants in Ballona and Del Rey Lagoons underscores a dedication to studying the impacts of human activity on these vital environments. By employing techniques such as GIS modeling, isotopic analysis, and groundwater quality assessments, I aim to contribute to the sustainable management and conservation of our precious water resources, fostering a philosophy rooted in empirical investigation and environmental stewardship.

OER/Low Cost Adoption Process

Provide an explanation or what motivated you to use this textbook or OER/Low Cost option.  The decision to use an Open Educational Resource (OER) or Low-Cost textbook for the course Urban Geology (Geol 3570) was motivated by several key factors, all aimed at enhancing the learning experience for students:

Affordability and Accessibility: One of the primary motivations was to save students money on expensive textbook costs. By opting for an OER or Low-Cost textbook, we aimed to reduce the financial burden on students, making education more accessible to all. Many students struggle with the high costs of traditional textbooks, and using open resources helps to level the playing field and ensure that all students have access to the required materials from day one.

Updated and Relevant Content: Urban Geology is a dynamic field, with new research, case studies, and developments emerging regularly. By selecting an OER textbook, we ensured that the course materials remained current and relevant. OER materials are often updated by authors and contributors, reflecting the latest findings and trends in the field. This ensures that students are learning from the most up-to-date information available.

Customization and Flexibility: OER materials provide a level of flexibility that traditional textbooks often do not. In the context of Urban Geology, we could customize the materials to align perfectly with the course objectives and content. This allowed us to add or remove sections, include supplementary materials, and tailor the textbook to meet the specific needs of our students.

Enhanced Learning Resources: OER textbooks often come with a wealth of additional resources such as interactive quizzes, multimedia content, videos, and supplementary readings. These resources can greatly enhance the learning experience, providing students with diverse ways to engage with the material and deepen their understanding.

Alignment with Course Goals: The selected OER or Low-Cost textbook was chosen because it closely aligned with the learning outcomes and goals of the Urban Geology course. The content covered key topics such as geological hazards in urban environments, groundwater contamination issues, urban land use planning, and geological mapping techniques. This alignment ensured that students were learning from materials directly relevant to the course objectives.

Environmental Considerations: Using digital OER materials also aligns with sustainability goals. It reduces the need for printing and the associated environmental impact. By choosing digital or low-cost options, we contribute to a more sustainable approach to education.

Positive Student Impact: Ultimately, the motivation behind using an OER or Low-Cost textbook was to positively impact students' learning experiences. By providing affordable, up-to-date, and tailored resources, we aimed to empower students to engage more deeply with the subject matter, excel in their studies, and succeed academically.

In essence, the decision to use an OER or Low-Cost textbook for the Urban Geology course was driven by a desire to make education more accessible, improve learning materials, customize content for student needs, and align with the course objectives while also considering sustainability and affordability.

How did you find and select the open textbook for this course?  In selecting the open textbook for the course Urban Geology (GEOl 3570), a multi-faceted approach was taken to ensure a comprehensive and suitable resource. Here's a breakdown of the process:

Consulted Librarians: Librarians are invaluable resources when it comes to finding and evaluating OER materials. They often have specialized knowledge of OER repositories, open textbook collections, and licensing considerations. Collaborating with librarians helped in narrowing down potential resources based on the specific topics and scope of the Urban Geology course.

Collaborated with Other Faculty: Discussion with colleagues who have expertise in geology, urban studies, or related fields provided valuable insights. They could recommend textbooks or resources they had used in similar courses or point towards OER materials they found effective.

Browsed OER Sites: Several OER repositories, such as OpenStax, OER Commons, and the Open Textbook Library, were browsed extensively. 

Read Peer Reviews: Many OER repositories provide peer reviews or ratings for their materials. These reviews offer valuable feedback from educators who have used the textbooks in their courses. Taking note of positive reviews and any concerns raised helped in making an informed decision.

Evaluated Resources: Each potential textbook was carefully evaluated based on several criteria:

Relevance to Course Content: The textbook needed to cover key topics such as urban geological hazards, land use planning, groundwater contamination in urban areas, geological mapping techniques, and more.

Accessibility and Format: Ensuring the textbook was available in multiple formats (PDF, web-based, etc.) for easy access by students with various devices and internet connectivity.

Clarity and Depth of Content: The textbook needed to strike a balance between being accessible to students new to the subject while also providing enough depth for an upper-level geology course.

Quality of Figures and Diagrams: Urban geology often involves complex concepts best explained through diagrams and images. Textbooks with clear, well-labeled figures were preferred.

Currency and Updates: Urban environments and geological understandings of them can change rapidly. Textbooks that were recently updated or had provisions for regular updates were given preference.
Considered Student Feedback: If available, student reviews or feedback on the textbook were taken into consideration. This provided insights into the usability, readability, and overall satisfaction with the resource.

Compared Multiple Options: Several textbooks were shortlisted based on the above criteria. Each was reviewed in detail, comparing chapters, sample content, ancillary materials (if any), and the overall presentation.

Ultimately, the selection process for the Urban Geology open textbook involved a thorough examination of available resources, consultation with experts, consideration of student needs, and alignment with the course objectives. The goal was to find a high-quality, accessible, and engaging textbook that would enhance the learning experience for students while supporting the objectives of the course.

Sharing Best Practices: For faculty just beginning their journey with Open Educational Resources (OER) or exploring Low-Cost options, here are some suggestions and insights based on experience:

Start Small and Explore: Begin by exploring the vast array of OER repositories and platforms available. Websites like OpenStax, OER Commons, MERLOT, and the Open Textbook Library are great places to start. Take time to browse through available materials in your field to get a sense of what's out there.

Connect with Colleagues: Reach out to colleagues within your institution or online communities who have experience with OER. They can offer valuable insights, recommendations, and possibly even share materials they have developed or used.

Attend Workshops and Webinars: Many organizations and institutions offer workshops, webinars, and training sessions on OER adoption and creation. These can provide a solid foundation and practical tips for getting started.

Consider Student Needs: Keep in mind the diverse needs of your students. Look for materials that are accessible, inclusive, and relevant to your student population. Consider formats that work well for different learning styles.

Adapt Existing Resources: Don't feel the need to reinvent the wheel. Often, you can adapt and remix existing OER to fit your specific course needs. This could involve updating content, rearranging chapters, or adding your own supplementary materials.

Collaborate with Librarians and Instructional Designers: Librarians are excellent resources for finding and evaluating OER materials. They can also assist with copyright questions and best practices. Instructional designers can help with integrating OER into your course structure and ensuring a smooth transition.

Utilize Creative Commons Licensing: Familiarize yourself with Creative Commons licenses, which govern the use and distribution of many OER. Understanding these licenses will help you navigate copyright issues and ensure compliance.

Seek Funding Opportunities: Some institutions offer grants or funding to support faculty in adopting or creating OER. Look into these opportunities to ease the financial burden and incentivize OER adoption.

Evaluate and Update Regularly: OER materials should be reviewed and updated just like traditional textbooks. Stay engaged with the OER community to learn about updates, new resources, and best practices for maintenance.

Promote Student Engagement: OER can open up new possibilities for student engagement. Encourage students to contribute to the creation of course materials, such as developing study guides, creating multimedia projects, or writing chapters for an open textbook.

Reflect on Pedagogical Goals: Take time to reflect on your pedagogical goals and how OER can support them. OER offers flexibility for innovative teaching approaches, so consider how you can leverage these resources to enhance student learning outcomes.

Things I wish I had known earlier:
-The wealth of support and resources available from OER communities and organizations.
-The potential for customization and flexibility with OER materials.
-The positive impact on student engagement and learning outcomes.
-The importance of regular updates and maintenance of OER materials
-Satisfaction of contributing to a global movement towards accessible education for all.
-Starting with OER or Low-Cost options may seem daunting at first, but with curiosity, collaboration, and a willingness to explore, faculty can embark on a rewarding journey towards creating more affordable and inclusive educational experiences for their students.

Describe any key challenges you experienced, how they were resolved  and lessons learned.   In navigating the landscape of textbook adoption, Open Educational Resources (OER), and low-cost materials, several challenges have arisen, each offering its own set of lessons. One prominent challenge has been the availability and completeness of OER and low-cost materials. While there is a wealth of resources online, including free textbooks and supplementary materials, some courses require specialized content or up-to-date information that is not always readily available in OER format. This has prompted a need for creative solutions, such as adapting existing OER materials and combining them with other resources to create a comprehensive learning package.

Another hurdle has been the lack of printing facilities or reliable access to technology for students. While digital materials are convenient and cost-effective, not all students have consistent access to computers or the internet. This has emphasized the importance of providing alternative formats, such as printable versions or access to physical copies through the library or other means.

Bookstore confusion has also been a challenge, especially when attempting to streamline the process for students. With a mix of traditional textbooks, OER, and low-cost options, it can be confusing for students to know where to purchase or access their required materials. Clear communication and guidance have been crucial in addressing this challenge, including providing detailed instructions and direct links to resources.

Additionally, the lack of ancillary materials, such as test banks or supplementary activities, for some OER or low-cost textbooks has been a consideration. These materials can greatly enhance the learning experience, so finding ways to supplement where necessary has been important.

Engaging academic senate support and ensuring smooth articulation with other institutions has also presented challenges. Convincing faculty and administration of the benefits of OER and low-cost materials, as well as navigating the intricacies of course articulation and transferability, requires a concerted effort and ongoing advocacy.

Through these challenges, valuable lessons have been learned. Flexibility and adaptability are key, as no single approach fits all courses or student needs. Collaboration with librarians, instructional designers, and colleagues across disciplines has proven invaluable in sourcing and developing quality materials. Clear communication and student support are essential, ensuring that students have the resources they need to succeed. Finally, ongoing evaluation and feedback loops are crucial for refining and improving the adoption and implementation of OER and low-cost materials, ultimately benefiting both faculty and students in the pursuit of affordable and accessible education.