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?:abstract
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In mid-March 2020, due to the novel coronavirus, my 300-level Environmental Sampling Methods lecture/laboratory course transitioned to distance learning After this move, the primary focus of the course became the laboratory To do this, I revised my three remaining laboratory exercises (i e , water quality, soil quality, environmental microbes) and created two new ones (i e , toxicology, ultraviolet radiation) For the students to complete the experiments, I shipped low-cost equipment and supplies to them;this shipment included Petri plates and sampling swabs, sterile water, a pH meter and associated calibration powders, a total dissolved solids meter, clay and sand samples, conical tubes, sampling baggies, cyanotype printing paper, and lettuce seeds I justified this shift toward being primarily laboratory-focused by requiring all the experiments to become inquiry-based, increasing the rigor of the experiments but also keeping the students engaged by allowing them to design their own projects To keep a sense of community within the class, discussion boards were utilized To ensure a safe environment at home, each project required preapproval The discussion below focuses on the details of how the course was modified, how the course was managed, some of the pitfalls I encountered, and how the students exceeded my expectations with the projects they created
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