T68 Disseminating Best Practices and Resources Developed in Education Projects Funded by the National Science Foundation or by Other Federal/State Agencies (Posters)

Sunday, 25 September 2016
9:00 AM - 5:30 PM
Exhibit Hall E/F

BEST PRACTICES IN INTEGRATED FIELD AND LAB-BASED RESEARCH EXPERIENCES FOR UNDERGRADUATES:  LESSONS FROM A 3 YEAR REU PROGRAM IN THE SOUTHERN BLACK MOUNTAIN VOLCANIC CENTER, AZ

Paper number: T68-25
Program: Technical Sessions
Time: 9:00 AM – 5:30 PM

Authors

Abstract

REUs are aimed at “attracting a diverse pool of talented students into careers in science and... to help ensure that they receive the best education possible” (NSF). This REU aimed to achieve these goals with the unique structure of a winter field training session and introduction to the field area, reading and communicating remotely with leaders during spring while constructing a proposal, a summer field season followed by lab work, culminating in GSA presentations. Guided by the PIs, students each devised their own project within the framework of 2-3 overarching questions, tied closely to at least 1-2 other students’ projects; all students were members of collaborative teams.

We focused on 5 areas for student improvement: (1) oral and written communication, (2) geoscience knowledge, (3) scientific reasoning, (4) confidence and intrinsic motivation, (5) collaboration and collegial relationships. We assessed these with pre/post-tests and questionnaires, rubrics and observational checklists completed early, mid, late each year, exit interviews, and career tracking post-REU. Pre/post-testing showed gains in geoscience knowledge (avg. +33%), and in measures of confidence and intrinsic motivation. 65% of graduated students have entered geoscience grad programs, though student interest in entering a direct PhD program decreased following the REU. Students expressed frustration with what they perceived as program disorganization or lack of foresight, reflecting their misconceptions of the nature of field and lab research (inherently unpredictable). Collaboration and collegial relationships increased, though students in year 3 (who were a younger, less diverse group) did not see value in collaborating with other students. Assessment results and student outcomes vary year to year, likely based on changes made to REU structure and differences in the student group. Our results support the view that intense undergraduate field experiences strongly shape students’ perspectives on geoscience careers, skillsets, and knowledge bases and that the largest degrees of student success occur in a supportive and structured environment with clear direction and regular feedback from leaders. Key to achieving this is continual communication that includes setting expectations and timelines.

Geological Society of America Abstracts with Programs. Vol. 48, No. 7

doi: 10.1130/abs/2016AM-287856

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