27 New Developments in Diversity and Inclusion in the Geosciences

Saturday, 21 March 2020
8:00 AM - 12:00 PM
Regency Ballroom A

EXAMINING THE IMPACT OF A TWO-WEEK NEAR SURFACE GEOPHYSICS FIELD EXPERIENCE ON THE ENGAGEMENT OF STUDENTS UNDERREPRESENTED IN THE GEOSCIENCES

Paper number: 27-4
Program: Theme Sessions
Time: 9:00 AM – 9:20 AM

Authors

Abstract

We present findings from a near surface geophysics field experience program established to introduce under-represented minority (URM) students early in their college experience to near surface geophysics in a critical zone science context and to recruit, engage, and recruit these students in the geosciences. The field experience program was held in the Garner Run Subcatchment of the Susquehanna Shale Hills Critical Zone Observatory (CZO) May 18 to 31, 2019. Of 15 student and 4 mentor participants, 11 self-identified as from a URM group. The field experience consisted of two sections. In the first, students completed 4 exercises in 2-day rotations, led by a peer mentor. Three of these exercises focused on geophysics (seismic refraction, electrical resistivity tomography, and ground penetrating radar); the fourth was a surveying and mapping activity intended to strengthen students’ quantitative and spatial reasoning skills. In the second section, students designed and implemented a field study using the tools they had learned. The scientific activities were supplemented by team building activities and talks by professionals to expose students to careers available in the geosciences. Participants learned about critical zone science from experts at the CZO and the CZO host team gained from interacting with the students who brought new perspectives to the CZO science program.

To assess the impact of the program on participants, pre- and post-surveys were given and focus group interviews were conducted five-months following the experience. Students were very positive about the experience, both on the post-surveys and in the focus groups. Analyses of pre- and post- student surveys showed statistically significant gains in geoscience knowledge, professional skills, and known psychosocial predictors of persistence in science (e.g., science self-efficacy). Furthermore, students who participated in the field experience reported increased interest in learning about geoscience. We conclude that the near-surface geophysics field experience had a positive impact of the engagement of these students in the geosciences; however, longitudinal studies are needed to determine if this engagement translates to an increase in the number of geosciences majors and/or students with geoscience careers.

Geological Society of America Abstracts with Programs. Vol. 52, No. 2

doi: 10.1130/abs/2020SE-343129

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