T33 Making Sense of Methodologies and Theoretical Frameworks in Geoscience Education Research (Posters)

Sunday, 15 October 2023
8:00 AM - 5:30 PM
Hall B

IMPACT OF AN ADVISORY ROLE STUDENTS-AS-PARTNERS MODEL IN A FIELD-BASED SCIENCE LEARNING CURRICULUM DEVELOPMENT INITIATIVE

Paper number: T33-11
Program: Technical Sessions
Time: 8:00 AM – 5:30 PM

Authors

Abstract

Students-as-partners (SaP) models are one way to amplify student voices in meaningful and equitable ways in science curriculum development efforts. SaP models are collaborative processes in which students and faculty work in equal partnership to improve teaching and learning, though not necessarily in the same ways (Mercer-Mapstone et al. 2017). While SaP models are becoming more common, less is known about participating students’ perceptions of the SaP principles in the programming they participated in (Lexis et al, 2023). This case study aimed to fill this gap by characterizing student participants’ reported experiences and perceptions in an advisory role SaP model. This model was part of a large, multidisciplinary faculty/curriculum development initiative centered on field-based science learning experiences at a research-intensive institute in Canada. Seventeen students partnered as advisors with initiative leaders who facilitated the focus groups, sharing their insights on topics identified by a community of instructors, (e.g., inclusion in field settings, accessibility, incorporation of Indigenous-related content). Student perceptions of program experience and impact was determined from student responses to a 33-question survey at the program’s end. The survey, developed for this initiative, adapted a SaP principles framework (Cook-Sather et al. 2014) and included several question types: multiple choice with single (15) or multiple answers (2); open-ended (6); and Likert-type matrices (10). The survey was completed at a 35% response rate (n=6). Response frequencies were tallied and open-ended responses were thematically coded. Preliminary results indicate the majority of students report positive experiences across a range of program elements, and evidence of experiencing principles of a SaP framework. However, half of the respondents report a lack of understanding how their participation contributes to the curriculum development project, suggesting an advisory role SaP model may not be enough to support their identity development as equal contributors in curriculum design. This study yielded a new SaP assessment tool for researchers and instructors working in partnership with students, and provided evidence for an advisory SaP model that could be adapted by others.

Geological Society of America Abstracts with Programs. Vol. 55, No. 6

doi: 10.1130/abs/2023AM-394521

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