FROM ROCKS TO RESILIENCE: ASSESSING STUDENT PERCEPTIONS OF SKILL DEVELOPMENT AND PERSONAL GROWTH FROM A TRADITIONAL GEOLOGY FIELD CAMP

Many US geology programs include field camp as part of their undergraduate curriculum. Typically taught as a capstone course, field camp bridges for students the often-theoretical classroom experiences with “hands on” learning and skills development in more complex, real-world settings. Immersion characterizes field camp, as students and instructors live and work together for several weeks amid the geological features they study. While previous research underscores the considerable value placed on field camp experiences within the geoscience community and learning gains from field-based courses, challenges posed by logistical, liability, and accessibility concerns, add cost and complexity to the field camp undertaking. As a result, many geoscience departments have discontinued their field camp programs in recent decades. It is thus crucial to assess the impact that field camp has on the next generation of geoscientists, especially pertaining to the development of skills needed in the workforce.

For the last three years, University of South Carolina field camp students (n=52) completed pre- and post-field camp Likert-scale surveys based on the NAGT Capstone Field Experience Learning Outcomes. Post-field camp, students responded to a series of open-ended reflection questions about their experiences and skills enhanced via field camp. All cohorts reported substantial normalized gains for both technical (+51%) and non-technical (+36%) skills. Noteworthy improvements among NAGT learning outcomes included designing strategies for data collection (+65%), synthesizing and interpreting data (+57%), and working independently and collaboratively (+45%). Student reflections provide robust support for the survey results, highlighting growth in geoscience and interpersonal skills, and increased confidence, well-being, and gratitude. These findings emphasize the transformative impact traditional field camps can have on the development of undergraduate geoscientists.