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. In this paper we discuss the use of three-dimensional (3-D)imagery and virtual field trips to teach pre-university and non-majoruniversity geoscience courses. In particular, 3-D PDF (Portable Document Format) files can be used to eitherprepare students for or completely replace a field trip when logisticalproblems make the actual trip too difficult to be effective or when somestudents need an alternative accommodation. Three-dimensional images canreplace or supplement classroom activities, such as the identification ofrocks and minerals from hand samples or the identification of geologicstructures from 2-D photographs and limited field observations. Students canalso become involved in data collection and processing to further theirunderstanding of photogrammetry and visualization. The use of 3-D imagerycan make additional time available to instructors to cover more advancedtopics and teach students more about the role of science in geologicresearch. We use an example from Cristo Rey, New Mexico, where dinosaur footprints andtracks are present but difficult to see in many cases, and they are often in placesthat are hard to access for many people. At this site, approximately 10 000 photographs were collected and processed as 3-D images to show oneapproximately 72 m2 area of known footprints. However, we also conductedsome very simple digital manipulations of the images that allowed us toidentify new footprints and tracks that were not apparent when viewed in thefield. The photographs and 3-D images have been donated to the Insights El Paso Science Center (denoted Insights Museum herein) that owns the fossil site, and they are now being used to developeducational materials and lessons for the nearby communities.

Introduction to teaching science with three-dimensional images of dinosaur footprints from Cristo Rey, New Mexico