T252 Beyond the Road-Cut: Virtual, Local, and Nontraditional Field Teaching and Learning Experiences (Posters)

Wednesday, 7 November 2018
9:00 AM - 6:30 PM
Halls J-K

USING THE STAR LEGACY CYCLE TO PROMOTE STUDENT-CENTERED FIELD LEARNING IN GEOFORCE AND STEMFORCE 12TH GRADE SUMMER ACADEMIES

Paper number: T252-2
Program: Technical Sessions
Time: 9:00 AM – 6:30 PM

Authors

Abstract

GeoFORCE and STEMFORCE, two out-of-school time programs offered by UT Austin’s Jackson School of Geosciences, aim to increase the number and diversity of high school students who pursue geoscience careers. Students enter the program after 8th grade and commit to participating in summer field experiences for four years. In summer 2018, we implemented a new capstone experience, first piloted in 2017, with 120 rising 12th grade GeoFORCE and STEMFORCE students. Curriculum followed the STAR Legacy Cycle, a challenge-based approach that drives learning by mimicking the scientific process and requiring outcomes that geoscientists typically produce. Deliverables included a poster, 12-minute technical talk and 4-minute “lightning talk” geared towards a broad audience. Teams of 4-6 students assumed the roles of geoscientists to solve the challenge by combining field observations with online research, using technological applications and engaging in activities that create an awareness of geoscience careers. A six-person instructional team made up of two geoscience experts (faculty and PhD students), a master teacher, and three undergraduate students facilitated learning. Instructional team members reflected the racial, ethnic, gender, and cultural diversity that the geosciences strive to achieve in order to match the demographics of the U.S. population. Evaluations reveal that instructional team members were confused about their roles and that of other GeoFORCE and STEMFORCE staff. In addition, some undergraduate instructional team members didn’t fully understand the STAR Legacy Cycle. These findings underscore the need for additional instructor training beyond the 24 hours provided and of offering this training to all GeoFORCE and STEMFORCE staff. Educational research and evaluation findings indicate that the approach to content delivery (STAR Legacy Cycle) was an improvement over previous GeoFORCE and STEMFORCE summer trips. Students initially struggled to adapt to the self-directed learning, but reported liking the new format more as the week progressed. They felt that the capstone experience helped them develop important college-readiness skills, such as time management, note taking, and study techniques. Finally, students reported increased motivation to take on new challenges and seek new opportunities.

Geological Society of America Abstracts with Programs. Vol. 50, No. 6

doi: 10.1130/abs/2018AM-323816

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