ENGAGING UNDERGRADUATE STUDENTS IN GEOSCIENCE SERVICE-LEARNING PROJECTS

Most geoscience experiential learning projects involve majors who conduct scientific research that extends from 10-15 weeks. This presentation reports on project design elements and factors motivating students to participate in team-based extracurricular service-learning projects through the GeoEngage Program operating at Northwest Vista (NVC) and Palo Alto (PAC) Colleges and the University of Texas at San Antonio (UTSA).

We distributed surveys in introductory geosciences, chemistry, and physics courses to identify student preferences for project topics, duration, and location and meeting frequency. Survey of participants of service-learning projects assessed eight factors potentially contributing to their decision to participate.

Course surveys revealed that most students (> 55%) are open to any offered geoscience topic but prefer a campus location over a nearby park. Students opted for 3-4 weeks, with declining interest in longer periods. Over 55% of students held firm views on duration, selecting only one option, while the rest opted for multiple options. Weekly meetings were viewed as optimal.

NVC and PAC service-learning participants reported that all factors played a role in their decision with few exceptions. However, NVC students indicated a stronger influence of these factors as motivators than PAC students. These results represent students who indicated interest in geosciences as a field of study (44%) and future career (38%). The 44% male, 44% female and 12% non-binary students identified as Hispanic or Latino/a (44%), white (37%) or both (19%). Students where mostly first-generation college goers (56%) who were able to attend college without outside work (44%), followed by 21 to 30 hours (19%).

Although all UTSA service-learning participants were motivated by multiple factors, two emerged as universal, the opportunity itself and its value in a future career. Students were equally split in terms of gender, first-generation status, and pathway to the major. Racial/ethnic makeup was 50% white, 25% Hispanic or Latino/a, and 25% black/African American. Most students worked with 50% spending 11 to 20 hours per week but others up to 30 hours.

Results suggest that rethinking typical project designs plus recognizing that student involvement depends on motivators beyond service-learning altruism could engage a broader segment of the student body.