WASATCH-UINTA FIELD CAMP - COVID-19 RESTRICTIONS LEAD TO A NEW ACCESSIBLE CAPSTONE EXPERIENCE FOR STUDENTS

We developed a new online capstone experience to prepare geology students for success in future educational and career-related paths. Instead of adapting existing field-based curricula for online use, we designed a program to develop important digital literacy skills that are critical for work as a geologist. We developed our course around community-derived learning outcomes designed by an NSF/NAGT-sponsored effort to support transitions to online formats in response to the COVID-19 pandemic. Our program reinforces traditional skills (sketching and mapping) but places additional emphasis on “pre-field” activities (reconnaissance, safety assessments), surficial processes, analysis of geospatial data, and evaluations of data uncertainty. Emphasis on digital literacy not only distinguishes the Wasatch-Uinta online capstone from our traditional field-based program, it establishes the course as a valuable parallel offering in the future.

Course meetings were conducted in ZOOM and coordinated by a “tech lead” who managed group work in breakout rooms and instructor movement through these spaces. Project teamwork helped create a sense of community and gave students opportunities to build communication skills. Post-project surveys encouraged students to reflect on team dynamics and identify successful strategies for future interactions. Course resources were hosted using the CANVAS LMS. Lectures were pre-recorded when technological issues precluded synchronous deliveries.

Online capstones that emphasize digital literacy may be ideal for students who are normally unable to attend traditional face-to-face capstones, and this format will better serve students than a traditional experience transitioned online. However, we encountered challenges that must be addressed to ensure truly accessible future capstones. Issues related to communication, technology, health, living situations, employment, and financial responsibilities impacted student learning and success. Many of these challenges appeared to track the same socio-economic and cultural inequities that create barriers to inclusivity and diversity in the geosciences. In addition, faculty encountered above average numbers of students struggling with mental health crises, likely exacerbated by factors associated with the pandemic.