CREATING OPPORTUNITIES FOR MOMS AND DADS TO RESEARCH EARTH SCIENCE (COMADRE)

Geology field camp courses are typically 3-6 week, intensive and immersive learning experiences. They are required capstone courses in almost all geology curriculums across the country and thus represent an integral component of student education. While these experiences are highly engaging and rewarding for some students, others find them daunting and at odds with other social, familial, and cultural commitments they may have. In particular, student parents face significant barriers in their pursuit of higher education, and they are often overlooked for high impact practices such as research, internships, and field experience. Course such as field camp can exacerbate this problem.

This study examines the potential difficulties faced by student parents as they complete field camp. We examine how field camp may create a bottle neck effect to student success and act as a student filter in Earth science. To forge a path forward and create field camp experiences that suit the needs of a wider range of students, this study proposes the following workflow: 1) Grounded theory methodology will be employed to identify and understand potential challenges and how students cope with them. Interviews will be conducted to collect preliminary data, with initial solutions proposed based on student responses. 2) Student feedback will be used to brainstorm modified field camp experiences that alleviate these burdens. 3) Launch a pilot field camp utilizing learned practices that will be offered to UTEP students and identify mechanisms of including student parents from other institutions.