T41 The Transformative Role of Field Instruction: Research on Student Experiences and Impacts on Persistence in the Geosciences and Career Intent through the Lens of Gender, Culture and Elements of Diversity

Monday, 26 October 2020
5:30 PM - 8:00 PM
Meeting Rooms

FIELD EXPERIENCES INCREASE HIGH SCHOOL STUDENTS’ INTEREST IN STUDYING GEOSCIENCES

Paper number: T41-8
Program: Technical Sessions
Time: 7:15 PM – 7:30 PM

Authors

Abstract

Field-based summer programs have been shown to greatly increase interest in the geosciences (Baber et al. 2010). Miller et al. (2007) found that summer field experiences were highly effective in garnering interest in the geosciences among Latino youth with a strong interest in science and math. As part of an NSF-GEOPATHS grant program and in an effort to increase recruitment of underrepresented minority students into the geosciences, the University of California, Riverside (UCR) has partnered with Riverside Unified School District (RUSD) to create an annual field camp in Death Valley National Park for high school juniors and seniors. Since 2018, we have run four camps for a total of 99 students. The program has proven so popular with RUSD teachers and students that it is transitioning from a grant-funded program into a self-sustaining annual program.

During this multi-day camp, students use the national park as an outdoor laboratory to learn about the region’s geologic history and unique desert ecology. Because a majority of the students have never camped or visited a national park before, they also learn camping and outdoors skills. The program design emphasizes an exploratory, constructivist approach in which students learn how to interpret natural landscapes through detailed observation. We also include one-on-one discussion opportunities, so that students get the chance to talk about research and career opportunities in the geosciences with actual geologists.

Upon completion of the camp, students were surveyed about their understanding of core geoscience concepts and their interest in continuing to study the geosciences in college. We found that there was a significant improvement in students’ attitudes towards the geosciences after each trip, implying that students felt more strongly that they wanted to learn more about the geosciences, continue to study the geosciences, and became more interested in pursuing a career in the geosciences. We also measured students’ knowledge about basic geological concepts and found an improvement in students’ understanding of the age of the earth and knowledge about specific career paths within the geosciences. Our findings suggest that field experiences for secondary students can be useful tools in helping to recruit new students into the geosciences.

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-359351

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