132 Diversifying Geoscience Education Across the Academic Playing Field: Using Creative Methods to Foster the Current and Next Generations of Geoscience Professionals, Part II
A wide range of geoscience educators across several disciplines will share a multitude of diverse and innovative ideas regarding lesson plans, projects, and pedagogical techniques best suited for today’s ever-changing classrooms.
Monday, 20 October 2025
1:30 PM - 5:30 PM
HBGCC, 301A
From Tests to Teamwork: Evolving GeoFORCE Texas Through Geoscience Education Project-Based Learning
Paper number: 132-12
Program: Technical Sessions
Time: 4:25 PM – 4:40 PM
Authors
Abstract
Science outreach programs work hard to create educationally fulfilling experiences that have a positive impact on the students they support. As society evolves, so must the way we engage students in science education. GeoFORCE Texas, a 21-year-old program, was designed to inspire high school students to pursue STEM and geoscience careers. Participants attend four week-long summer programs, one each year from their 9th grade to 12th grade.
Originally structured around a traditional, test-based curriculum, the program focused heavily on assessing students' ability to retain geologic content. While effective for some learners, this format fell short in cultivating broader skills like collaboration, creativity, and problem-solving—skills crucial for success in modern classrooms and scientific careers. In response, GeoFORCE Texas has undergone a significant shift over the past five years, moving toward a project-based learning model. Students now engage in collaborative activities, take on self-selected roles within group projects, and explore geologic questions through interactive and creative exercises. Daily quizzes have been replaced with tasks that prioritize student agency, peer learning, and real-world application of scientific thinking. Since implementing this shift, GeoFORCE Texas has observed a marked increase in student engagement and a rise in the number of graduates pursuing geoscience degrees—20% of our 2025 cohort. This transformation illustrates the potential of adaptive, student-centered pedagogy to not only improve learning outcomes but also foster a stronger pipeline of future geoscience professionals.
This presentation will share lessons learned, examples of redesigned curriculum, and outcomes from our program’s evolution. We aim to connect with other educators exploring creative approaches to geoscience teaching and discuss how pedagogical innovation can foster the next generation of scientists.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-413375
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