INNOVATING THE FUTURE OF GEOSCIENCE FIELD COURSES: INTEGRATING PRE-COLLEGE STUDENT AND TEACHER TRAINING EXPERIENCES INTO A COLLABORATIVE LEARNING ECOSYSTEM FOR THE PENNSYLVANIA STATE SYSTEM OF HIGHER EDUCATION (PASSHE)

Geoscience programs face distinct challenges that impact the future of enrollments, and ultimately the future of field “camp”. At a time when workforce needs for geoscience professionals is projected to grow by an average of >6% through 2028 (and for some arenas is projected to be nearer to 10%), AGI data indicates the number of geoscience undergrads is nearing a 20-year low nationally. The situation for grad student enrollments is also dire, with declines to levels not seen since the early 70's. Further, research by NAGT affiliates has shown that fewer than 4% of all secondary STEM teachers are focused on teaching geosciences. And of those teaching mid-level Earth Science, only 1/5 were Earth Science Majors (Wilson 2016). Of the remaining eighth grade ES teachers, 2/5 have educational attainment in other STEM fields, and 2/5 are not certified or are teaching with elementary certification. Hence if pre-college students are not engaged by certified instructors who are versed in the methods and opportunities of geoscience, how will college geoscience programs recruit new students and offer the high impact, yet costly learning experiences that provide students with the critical skills they need in the workforce?

This study reports on a novel approach by PASSHE faculty to develop a multi-disciplinary learning ecosystem that trains college students and engages pre-college audiences in field-based experiences. Faculty members from many institutions have developed a multi-pronged, cooperative field course open to all geoscience majors that also lowers barriers to participation, including cost, and engages students where they live. Professional geologists have partnered as they are keen to share their work experience and the roles they fulfill. Finally, two distinctive outreach programs have been piloted to enable students and faculty to engage with K12 students and teachers during the field class. This effort has resulted in increasingly robust high-impact learning outcomes. Here we report on results from two years of outreach via an outreach project at a passive acid mine drainage (AMD) facility near Pittsburgh, and a teacher shadowing program piloted in 2023 near Shippensburg. The latter is particularly important as PA has recently adopted the new STEELS curriculum and teachers want to engage in more experiential learning.