ED016-09
Understanding the Impact of Transformative Experience on Undergraduates in Geologic Field Camps Through the Lens of Gender and Diversity

Wednesday, 9 December 2020: 06:07
Virtual
Jessica McKay, Texas A&M University, Department of Geology & Geophysics, College Station, TX, United States, Eric M Riggs, Texas A&M University, Geology & Geophysics, College Station, TX, United States, Ennea Fairchild, University of Northern Colorado, Department of Sociology, Greeley, United States, Krystal Hinerman, Lamar University, College of Education and Human Development, Beaumont, United States, Harmony Newman, University of Northern Colorado, Department of Sociology, Washington, United States and Julie Sexton, University of Colorado Boulder, Environmental Studies, Boulder, CO, United States
Recorded Presentation
Abstract:
Geologic fieldwork is widely considered to be transformative for undergraduate geology students in the development of expertise and confidence in their discipline. Fieldwork experiences can play a critical role in developing students' science identity, sense of belonging, influencing academic and career decisions, and persistence in geology. Although fieldwork can lead to many positive outcomes for students, negative fieldwork experiences may drive students, particularly women or students with other minoritized identities, away from further study in geology.

Transformative Experience is a body of theory and empirical research describing the profound changes in interest and identity that happen due to specific educational experiences. It is defined in terms of three characteristics: motivated use of new knowledge, expansion of perception due to an experience and the personal experiential value of an educational event. It also has operational knowledge (epistemic) and identity (personal) aspects, both of which can have either positive or negative outcomes. Transformative experiences can also be voluntary, involuntary or non-voluntary in nature, which also affects the outcomes.

Our study of seven multi-week geologic field camps uses mixed-methods to broadly examine perception of bias of gender/diversity-related experience in treatment, environment, or student performance measures. Other measured items are related to geologic identity, personal value of the experience, and career aspirations. Our survey instrument measures science identity and a mastery mindset, which have been shown to result from a successful transformative experience. We examine qualitative data from post-field interviews for additional constructs related to interest, emotions related to the field experience, the value of the experience, and changes in disposition toward geology. Early analyses show that students' experiences of surrender, the willingness to suspend critical reflection and be carried away by the immediate learning experience, are a significant component of students' experiencing their field setting as transformative.

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