142-4 Hardcore No More! Redefining Strength and Success in Field Camp

Session: Undergraduate and Graduate Geoscience Student Lightning Talk Showcase (Posters)

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Field methods courses are widely regarded as formative experiences in undergraduate geoscience education, valued for their ability to strengthen technical skills, scientific thinking, and disciplinary identity. Yet traditional field camps often demand long hours, physical endurance, and cultural conformity that create barriers to diverse recruitment and participation. This qualitative study explores how students experience Arizona State University’s three-week field geology capstone course, with a focus on affective outcomes, inclusion, and perceived value.

Data were collected through three rounds of interviews and two focus groups with ten undergraduates in summer 2024. Participants reflected on their mental and physical well-being, confidence in geologic skills, sense of belonging, and preparedness for geoscience careers. Findings reveal that while students gained confidence and described the course as transformative, many also experienced significant fatigue, imposter syndrome, and emotional strain. The culture of “pushing through” discomfort often discouraged students from prioritizing their well-being. Women and Indigenous students noted additional barriers, including pressure to downplay identity and stigma surrounding assistive tools. At the same time, students emphasized the value of peer support and inclusive mentorship from teaching assistants in creating a sense of belonging.

This study highlights the dual nature of field camp as both empowering and exclusionary. Intentional shifts in curriculum and culture can help ensure that field experiences remain rigorous while becoming more inclusive. Listening to student voices is a critical step toward redesigning field education for the next generation of geoscientists.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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