103-15 Bridging the Experience from Class to the Sustainability Workspace Through Situated Learning

Session: Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World (Posters)

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As students pursue higher education to fulfill their career interest and aspirations, one question that most of the students tend to ask is “Will what I learn in the classroom actually matter in the workplace?” This uncertainty reflects a widespread misconception that individuals frequently end up in careers unrelated to their field of study, making their degrees feel disconnected or irrelevant. Such perceptions can be discouraging, especially for those considering STEM fields, where the path from education to employment can appear uncertain or indirect.  Rosenzweig et al. (2024) reinforces this concern showing that changes in career plans within STEM are often linked to lower motivation, uncertainty, and decreased satisfaction. Addressing this disconnect between academic learning and real-world application is essential for supporting student persistence and success in STEM. One promising approach is situated learning, which emphasizes learning through authentic, context-rich experiences that mirror the environments in which knowledge will be applied (Lave & Wenger, 1991). This study uses both quantitative (surveys) and qualitative (interviews) methods to collect data from students (N=124) to identify their experiences in sustainability internships. Quantitative findings reveal that 22% of students did not find their academic preparation (program of study and its curriculum) adequate for the internship. However, a whopping 100% reported that they gained new skill(s) during the internship experience and 89% shared that the internship provided a valuable opportunity to build confidence in professional abilities and capabilities. Qualitative data confirmed that internships were influential in making career and academic progression decisions. Many of the student comments described that they made the decision to go to graduate school and go into climate and sustainability workforce because of their internship experience. These findings suggest that internships not only reinforce students’ interest in their field but also inspire them to deepen their knowledge and skills through further education or professional engagement. This indicates that beyond academic and career outcomes, the internship experience fosters a sense of embodiment; where students internalize the values and practices of the field and cultivates a community of practice that supports long-term dedication to sustainability and climate change related work. 

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

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