31 Transforming Geoscience Education: Reimagining how we teach the Earth
This session will explore innovative and student-driven approaches to geoscience education. Contributions may focus on either design and implementation or research on evidence-based instructional strategies like active learning, project-based learning, field experiences, and others.
Tuesday, 10 March 2026
1:30 PM - 5:00 PM
RCC, 105
Utilizing a Remotely Operable SEM as a Teaching Tool in Earth Science
Paper number: 31-0
Program: Technical Sessions
Time: 1:30 PM – 1:45 PM
Authors
Abstract
Instrument-driven, active learning techniques, and/or research-based curriculum has been an effective strategy in teaching across many disciplines in science, technology, engineering, and mathematics (STEM) and has long been a part of science instruction. Faculty at Harford Community College (HCC) and Valencia College (VC) implemented a study to measure student achievement, depth of knowledge, and student sentiment after conducting an in-class activity using the remotely operable Scanning Electron Microscope (SEM) at the Florida Center for Analytical Electron Microscopy (FCAEM). This study was conducted using two sections of Earth Science courses in the fall of 2018 through the spring of 2019 at VC and two sections of Earth Science in the fall of 2024 through the spring of 2025 at HCC. Students that participated in the instrument-based curricula showed an increase in post-assessment average test scores of ~ 20% greater than the students that didn’t participate, scored higher (~ 4%) on formative quizzes, and answered the Creative Exercise (CE) questions with more correct responses and with greater depth of knowledge. The student’s feedback from student impression surveys on the in-class activity was overwhelmingly positive and, in some cases, students would consider pursuing a degree in (STEM) related fields. Active-learning and instrument-driven integrated activities conducted by this study may aid the development of technical and intellectual skills in undergraduates appropriate for continued independent research and potentially foster the next generation of STEM scientists.
Geological Society of America Abstracts with Programs. Vol. 58, No. 1
doi: 10.1130/abs/2026SE-411574
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