SECOND YEAR ASSESSMENT OF AN INTEGRATED FIELD- AND LAB-BASED NSF RESEARCH EXPERIENCE FOR UNDERGRADUATES IN THE BLACK MOUNTAINS OF NW ARIZONA

We have recently completed the second of a 3 year collaborative NSF REU project in the southern Black Mountains of NW Arizona that aims to build best methods for integrating field and lab research for undergrads. Here we present some of our initial assessment results from project year 2.

Students took a pre/post-test to measure geology knowledge gained over the project. All students showed a score increase from the pre- to post-test with a ~35% average increase (an ~8% increase from year 1). Exam content is divided into 3 categories (field geology, petrology, and remote sensing) and student learning increased in all categories; the largest learning increases occurred in field geology (a ~20% average score increase). A 1-sample t-test on exam scores indicates learning increases were statistically significant (n = 10, t-statistic = 2.63, p-value = 0.027).

Research skills related to working, collecting, and recording data in the field and lab were measured 3 times using checklists. By end of field work, all students exhibited an ability to properly take field notes and operate with proper field protocol. During lab work, students improved in lab abilities, but most students exhibited minimal effort with lab notes; this suggests they internalize procedures and results and indicates more instruction is needed here.

Students answered a questionnaire at the project’s beginning and end with the purpose of measuring changes in their attitudes about geology, career options, and how they view themselves and colleagues. At the project’s end, students all demonstrated a continuing interest in geology with almost all expressing interest in pursuing a geology M.S.; there was a slight increase at the project’s end in student interest in an industry career over academia. Most students saw each other as scientists at project’s end and all students stated they developed strong relationships with REU leaders.

Our experience continues to support the idea that intense undergraduate field experiences strongly shape students’ perspectives on geoscience careers, skillsets, and knowledge bases and that the largest degrees of student success occur in a supportive and structured environment with clear direction and regular feedback from leaders. Key to achieving this is continual communication that includes setting expectations and timelines.