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

Results and Insights from Auburn’s USGS Climate Adaptive Scientists of Tomorrow (CAST) Undergraduate Research Experience

Paper number: 31-8
Program: Technical Sessions
Time: 3:30 PM – 3:45 PM

Authors

Abstract

Both human and natural systems are increasingly impacted by the effects of global climate change.  The effects of these impacts are only expected to become more extreme over the next few decades.  Climatic variability in global temperatures, precipitation, and other measures is expected to change the way we and other species live.  To face these challenges, we need to train future researchers in the geosciences who are prepared to tackle the complexity of these challenges.  To do this, we have designed a project to create new leaders with expertise in climate adaptation, experience with multi-disciplinary collaboration, exceptional communication skills, and a dedication to actionable science. 

Our project brings together undergraduate students with an interest in geoscience and climate adaptation with graduate researchers, university faculty, and staff.  Groups such as these are to work at four universities around the country on a 2-year undergraduate research experience (URE) to help design projects that address climate issues, increase the undergraduate students’ knowledge, skills, and networking abilities, and increase their breadth and depth of understanding about the many ways climate change is affecting the planet.  

The undergraduate researchers will be exposed to diverse ways of knowing and innovative research methodologies to produce actionable climate science for the benefit of natural and cultural resource managers and local communities.  The research encourages students to acquire new technical skills, network with people with whom they never would have before, and obtain field experience and observe climate the various impacts at each site. 

To better understand the impact of this 2-year URE, we have collected evaluation data, including pre- and post-surveys and 1:1 student interviews.   Surveys measured differences in student conceptual understanding, attitudes, and mentorship expectations.  In addition to the surveys, interviews were done with a number of participants to gauge their overall feelings about the program.  The students were asked to assess the efficacy of a 2-year program, whether their plans for the future had changed because of the program, and how their conception(s) of the impacts of climate change may have been altered due to this program.  Surveys were quantitatively analyzed, and interviews were thematically coded. Both survey and interview results will be presented, where the efficacy of the two-year multi-site URE program will be assessed.  

 

Geological Society of America Abstracts with Programs. Vol. 58, No. 1

doi: 10.1130/abs/2026SE-411806

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