The Field: An Essential Foundation for Geologist Training in the Digital Era

Fieldwork is the cornerstone of geoscience education. But what kind of work?

Since the late 1990s, has the rise of digital technologies altered its role?

Geologists are increasingly confronted to data that are less and less rooted in their original contexts, raising questions about their validity, critical assessment, and realism of models. It is therefore essential to develop the ability to connect field observations with data processing, fostering the ability to discern which elements must be quantified or qualitatively integrated into databases.

At UniLaSalle, field observation is a pillar of geosciences training. To complement digital advancements, we have embedded it into a continuous, structured pedagogical framework throughout the five years of engineering training (three years for technician training). This "spine" includes a minimum of 18 weeks spread across 10 field camps, allowing students to acquire scientific expertise, geological skills, as well as interpersonal and professional values and skills.

During the first three years, the educational skills focus on analyzing various dimensions (e.g., mineralogy, paleontology, petrology, sedimentology, structural geology...), observing, mapping, characterizing objects methodically, deducing processes and their interrelations, estimating their relative importance, and creating a cartographic or 3D block model as a basis for all future applications.

The chosen field locations cover a wide variety of geological contexts, broadening skills and enabling adaptation to the specificities of each domain. Students gradually progress from interpreting maps to creating them, and by their third year, they produce a "Research Initiation Report."

Over time, students take on managerial responsibilities, including mission management, educational supervision, group safety, data verification, and the development of data acquisition methodologies.

In the master's program, two complementary objectives are emphasized:

• Developing critical distance regarding data quality:M1 students supervise undergraduate students. They must create a map using data collected by undergraduate students. This experience enhances their understanding of data quality, biases, and methodological rigor.
• Integrating multidisciplinary data (log data, geochemical, geophysical, etc.) into cartographic analysis. Cross-referencing and coherence analysis help to verify various hypotheses and encourage reflection on the critical and effective use of collected data depending on the practical problem at hand (environment, energy, materials, etc.). This requires methodological support for scientific approaches.

By establishing the conditions for effective "learning by doing" and "peer tutoring," the structure of the 10 field camps allows students to consolidate their learning through spontaneous questioning and regulation that virtual methods cannot replicate. Similarly, the variety of roles and positions strengthens their understanding and mastery of skills. Lastly, group work fosters inclusion, requiring everyone to collaborate with peers from diverse approaches and cultures.

This level of autonomy, confidence, and competence allows students to see themselves as scientists and professionals, contributing to the success of UniLaSalle teams in various international competitions. Fieldwork remains the ultimate reference in our professions: validation through the field is nearly incontestable—a reality that speaks for itself.