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to interpret textural information from the 3D
models (e.g., bedding, etc.). Where important
mineral information is not obvious (e.g., cal-
cite reacting to HCl), we provide the neces-
sary information in the questions.

FINAL THOUGHTS
Digital models of minerals and rocks are
easy to produce and deploy in online classes,
and although imperfect, they have advan-
tages over hands-on samples when labs are
redesigned accordingly. A large and growing
collection of samples is being generated on
Sketchfab.com, meaning that there has never
been an easier time to include 3D models in
your classes.

REFERENCES CITED
Alelis, G., Bobrowicz, A., and Ang See Chiang,
2015, Comparison of engagement and emotional
Figure 1. (A) Sample photography setup. (B) Model construction in Agisoft Metashape. (C) Finished responses of older and younger adults interacting
model on Sketchfab.com.
with 3D cultural heritage artefacts on personal
devices: Behaviour & Information Technology,
(Supplemental Material ) is explained in a that are labeled and those that come without v. 34, no. 11, p. 1064–1078, https://doi.org/ 10.1080/
1
0144929X.2015.1056548.
series of YouTube videos (currently in information to facilitate online quizzes. Carabajal, I.G., Marshall, A.M., and Atchison, C.L.,
.
production; see https://www youtube.com/ 2017, A synthesis of instructional strategies in geo-
watch?v=s6D6xFee7fU). Students can be USE DURING COVID-19 science education literature that address barriers to
trained quickly and be making models the Digital models cannot substitute for inclusion for students with disabilities: Journal of
same day. The software struggles to replicate physical hand samples without changing Geoscience Education, v. 65, p. 531–541, https://
reflective samples, those with homogeneous the structure of lab classes. Limited assess- doi.org/10.5408/16-211.1.
color, and those with complex morphologies. ment data indicate that students enjoy the Cho, Y., and Clary, R.M., 2020, Challenges and op-
virtual interaction and are confident with portunities for virtual learning in college geology,
CURATED SKETCHFAB the technology (Alelis et al., 2015), and that in Mintzes, J.J., and Walters, E.M., eds., Active
COLLECTIONS they appreciate the flexibility it allows (Cho Learning in College Science: Cham, Switzerland,
Springer Nature, https://doi.org/10.1007/978-3
Our most novel action is to divide our sam- and Clary, 2020). However, students miss -030-33600-4_44.
ples into thematic collections on Sketchfab the hands-on examination and testing of De Paor, D.G., 2016, Virtual rocks: GSA Today,
.com (http://sketchfab.com/WVUpetrology / specimens, and interactions with other v. 26, no. 8, p. 4–11, https://doi.org/10.1130/
collections) and to systematically add over 80 students. GSATG257A.1.
other users’ models. As of June 2020, we have Rather than trying to substitute digital Perkins, D., Stene, N., Schultz, A., Bentley, C., and
collections for minerals (n = 201), crystallog- models in extant labs, we redesigned our labs Hollister, R., 2019, Rocks and minerals—A
raphy (53), igneous (320), metamorphic (276), around the digital models and virtual field library of 3-dimensional images for classroom
sedimentary (255) and volcanic (251) rocks, trips. Enough models were available to intro- use: Geological Society of America Abstracts
with Programs, v. 51, no. 5, https://doi.org/
meteorites (26), and fault-related rocks (28). duce and apply modal mineral analyses to 10.1130/abs/2019AM-335150.
New models are added daily. Samples range plutonic rocks and to allow students to reli-
from mundane minerals and rocks essential ably identify phenocrysts and porphyro- Manuscript received 28 apr. 2020
for introductory classes through to museum- blasts, for example. Students were able to revised Manuscript received 9 June 2020
quality specimens. Samples divide into those distinguish between different rock types and Manuscript accepted 11 June 2020

1 Supplemental Material: methodology. Please visit https://doi.org/10.1130/GSAT.S.12493373 to access the supplemental material, and contact editing@geosociety.org
with any questions.
www.geosociety.org/gsatoday 43