BORDER TO BELTWAY: A REPORT FROM A NEW "FIELD EXCHANGE" PROGRAM BETWEEN COMMUNITY COLLEGE STUDENTS FROM TEXAS AND VIRGINIA

The geosciences are among the least diverse of all major STEM fields, but fieldwork that offer hands-on activities, real world examples, and group learning are formative learning experiences for introductory geology students. We attempted to recruit and retain geoscience majors from diverse ethnicities, races, and genders through a novel two-week “field exchange” between students from two community colleges that have different geological, social, and cultural settings. Supported with a supplemental grant from NSF, the “Border to Beltway” program provided 11 students from El Paso Community College and another 13 from Northern Virginia Community College with two one-week regional geology field trips: First, to West Texas in March 2014, and second, to the mid-Atlantic region in May 2014. All travel, lodging, transportation, and food were paid for. Additionally, “guest faculty” were recruited for areas in which they had particular expertise. Participating students hiked, camped, and did field work together. They bonded both in person and over social media. The excitement of new geological features was explored in tandem with comparisons of culinary experiences, language, culture, and climate. Challenges of fitting school, work, and travel responsibilities into busy, complicated lives were discussed by the participants. Issues encountered on the field exchange included unseasonably cold weather, and limited time available for certain experiences (such as visiting Carlsbad Caverns or the Smithsonian, where some students reported feeling rushed). Overall, students reported that the trip experience was a profound one, and the students who participated in a post-program survey unanimously suggested it would positively influence their decision to pursue geology as a career. The instructors who orchestrated the program also benefitted: the field exchange model allows instructors to explore a new region of the country, to gain perspective on their own area of geological expertise/familiarity, to collect samples and photographs for teaching, and to network/commiserate with 2YC colleagues in similar circumstances. Having adjunct instructors participate in the program, as we did (one from each school) allows for adjunct professional development, as well.