USING THE CONSTRUCT OF TRANSFORMATIVE EXPERIENCE TO UNDERSTAND STUDENT EXPERIENCE IN GEOLOGIC FIELD CAMPS THROUGH THE LENS OF GENDER AND DIVERSITY

Geologic fieldwork is widely considered to be transformative for undergraduate geology students in the development of academic expertise and confidence. Learning experiences in the field can play a critical role in developing students' science identity, sense of belonging, influencing academic and career decisions, and persistence in geology. While fieldwork can lead to many positive outcomes for students, if those fieldwork experiences are negative, they may drive students away from further study in geology, particularly for women or students with other minoritized identities.

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 mixed-methods study of seven multi-week geologic field camps broadly examines perception of bias of gender/diversity-related experience in treatment, environment, or student performance measures. Other measured items are related to geologic identity, the personal value of the experience, and career aspirations and intent to continue in geology. 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.