T98 Field-Based Geoscience Education: Advances in Research, Program Evaluation, Pedagogy, and Curriculum (Posters)

Monday, 16 October 2023
8:00 AM - 5:30 PM
Hall B

COMMUNICATION BENEFITS OF UNDERGRADUATE PARTICIPATION IN FIELD RESEARCH DESIGN: AN EXPERIENTIAL ASSESSMENT

Paper number: T98-11
Program: Technical Sessions
Time: 8:00 AM – 5:30 PM

Authors

Abstract

Most universities place little emphasis on teaching effective science communication––this directly impacts the ability of new generations of scientists to share the significance of their work with audiences that have the power to make new science into actionable policy and practices. In this study, we investigated how affording students the opportunity to lead all aspects of a field research program impacts those students’ ability to effectively communicate science. This poster details the research development process involved in designing and executing a field study in the U.S. Virgin Islands that investigated whether reef sediment could be used as an archive of reef health and ecosystem evolution across expanded (100 to 1,000-year) timescales. To accomplish this, we collected grab samples and identified individual grains of surficial reef sediment and compared them to measures of living diversity as analyzed using transect images of the reef body. Undergraduates planned the field season, requested permits, booked accommodations, and designed and conducted sampling procedures. The students reported that participating in all aspects of the program and having the autonomy to lead and manage it from start to finish increased their literacy in project motivation and significance. Designing and engaging in a field experience encouraged students to think beyond the scope of the existing literature framing the project: details like selecting and transporting gear, constructing realistic daily itineraries, and efficiently delegating tasks are all critical components of fieldwork. It is essential to train scientists early in their careers to anticipate challenges, prepare alternatives, and plan to creatively solve problems as they arise in the field. This lays the foundation for success in future field seasons, and teaches organization, planning, and critical thinking: skills that transcend projects and career stages. Developing and strengthening these skills is essential to communicating science in a way that resonates with both researchers and the public. We conclude that the understanding of a project gained from deep involvement not only prepares students to design and conduct future field research, but also equips them with the confidence to effectively communicate that research to broader audiences.

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

doi: 10.1130/abs/2023AM-395298

© Copyright 2023 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.