8 D6. Geoscience Education and Public Policy (Posters)

Friday, 17 March 2023
8:00 AM - 12:00 PM
Grand Ballroom A–D

STUDENT PERSPECTIVES OF THE 2022 PENNSYLVANIA STATE SYSTEM OF HIGHER EDUCATION (PASSHE) GEOSCIENCE SUMMER FIELD COURSE

Paper number: 8-7
Program: Technical Sessions
Time: 8:00 AM – 12:00 PM

Authors

Abstract

Student perspectives on the first annual PASSHE Geology summer field course (2022) was pre-and post-course assessed and presented here. The 5-week course incorporated elements of a traditional field course focused on the geology of PA, as well as skill, team building, analytical, and on-site career experiences. The course was designed for undergraduates from freshman to senior level geoscience majors. Exposure to geoscience professionals and potential careers were emphasized by connecting local geology with geologic resources and environmental issues.

Field experiences were highly rated (94% ranked 8/10 or higher). In addition to collecting field notes and interpreting geologic history, we learned about industries that geoscientists have been involved with that are crucial to PA’s economy and environment. In eastern PA we met with professionals to examine resources in Paleozoic limestone quarries and anthracite mines. We also visited a superfund site at the Lehigh Gap to discuss zinc pollution and experienced active water well drilling/installation. In NW PA we met an exploration geologist in an aggregate quarry, mapped modern/ancient equivalent coastal environments, and studied impacts of shoreline erosion along Lake Erie. In SW PA we visited drilling sites for natural gas, meeting with both drillers and professionals from the Department of Environmental Protection. We also mentored a high school group in data collection and analysis of an acid mine drainage remediation project as part of an outreach project (56% ranked 8/10 or higher).

We gained important field and transferable skills such as taking professional field notes, problem solving, teamwork, application of both quantitative and qualitative skills, professionalism, and communication (94%). We also developed our technical skills including the use of the Brunton Compass for measuring geologic structures, colorimeter for detecting acid mine drainage, and bedrock and surficial geologic mapping. Mentoring and respect for diversity and inclusion were ranked highly (75%, 63%, 67% ranked 8/10 or higher, respectively). Assessment of the 17 participants indicated that we all had our expectations of the course met or exceeded, and 87% strongly agreed that we understood the types of careers available to geoscientists by the end of the course.

Geological Society of America Abstracts with Programs. Vol. 55, No. 2

doi: 10.1130/abs/2023SE-385892

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