A MULTI-INSTITUTIONAL FIELD-BASED PROFESSIONAL DEVELOPMENT PROGRAM FOR ENVIRONMENTAL STEM (ESTEM) UNDERGRADUATE STUDENTS: PERSPECTIVES AND PRODUCTS FROM A PILOT PROGRAM

Recent trends suggest an impending shortage of workers in the STEM sector, a growing number of “Environmental” track majors with no standard curriculum across institutions, and a shrinking number of immersive field-based programs within geoscience programs. Studies highlight a need for more professional training opportunities for students within academic programs and training in interdisciplinary thinking and communication. During 2016-2018, the Environmental STEM (ESTEM) Professional Development Program was created to engage students in hands-on, career-applicable experiences that will launch students into the geoscience workforce. This program, funded through the NSF GEOPATHS initiative, involves three academic institutions: a 2-year community college, a 4-year university, and a 4-year liberal arts college, as well as stakeholders at government, recreational, and private sector posts. Two cohorts of students participated in the program, which includes an intensive field-methods course and a professional development seminar. The multi-institutional field course, based in eastern California, focused on collaboratively teaching field techniques in geology, geomorphology, hydrology, and botany. In the field, students interacted with stakeholders to learn about the required content knowledge and skills for different career paths. Following the field course, each institution hosted a professional development seminar where students continued to build their networks among local stakeholders and practiced professional skills. Having completed the pilot project in 2017 and 2018, the program has been assessed through both curriculum material review as well as student-based feedback. This presentation will feature an introduction to the project website, an overview of curricular materials prepared for the course, a synthesis of program assessment, and suggestions, opportunities, and insights for other institutions attempting to build such a program. We will also report on examples of how this program has fostered enhanced collaboration between educational institutions and scientific research centers as well as important professional development opportunities for the students, faculty, and stakeholders involved.