293-6 Preparing the Next Generation of Geoscientists: A Multi-Year Assessment of Skill Development and Personal Growth from a Traditional Geology Field Camp

Session: Developing and Assessing Workforce Skills in Geoscience Courses and Programs

Presenting Author:

Lancen Tully

Authors:

Tully, Lancen S¹, Ryker, Katherine², Barbeau, David L³, Leier, Andrew⁴, Rademacher, Laura K⁵

(1) School of Earth, Ocean and Environment, University of South Carolina, Columbia, SC, USA, (2) School of Earth, Ocean and Environment, University of South Carolina, Columbia, SC, USA, (3) School of Earth, Ocean and Environment, University of South Carolina, Columbia, SC, USA, (4) School of Earth, Ocean and Environment, University of South Carolina, Columbia, SC, USA, (5) Department of Geological and Environmental Sciences, University of the Pacific, Stockton, CA, USA,

Abstract:

Traditional geology field camps serve as intensive capstone experiences that integrate hands-on data collection, outcrop observation, and geologic mapping in authentic outdoor settings. Although field-based courses are widely regarded by the geoscience community as essential for the development of workforce-ready geoscientists, systematic multi-year assessments of their impacts on both technical skills and personal growth remain limited. This evidence gap is especially salient amid the declining availability of traditional field camps, a trend driven by financial, logistical, and accessibility challenges, even as employers continue to prioritize field-related competencies.

This presentation highlights key findings from a four-year (2021-2024) mixed-methods study of the University of South Carolina’s geology field camp program. The study was framed by the National Association of Geoscience Teachers’ Learning Outcomes for Capstone Field Experiences (LOCFEs). Pre- and post-field camp Likert-scale surveys (65 paired responses) document significant perceived gains in core technical competencies (mean normalized change 45%, Cohen’s d = 1.8) aligned with LOCFEs, such as designing field strategies to answer geologic questions and interpreting Earth systems using spatially distributed evidence. Despite some ceiling effects, the surveys also revealed substantial growth in affective domains (mean normalized change 35%, Cohen’s d = 1.1), notably a strengthened science identity, an enhanced sense of belonging in the scientific community, and the development of grit. Survey control items on non-emphasized topics (e.g., earthquakes) confirmed that the reported gains were specific to the field camp experience.

Post-field camp reflections (n = 68) prompted students to consider newly acquired competencies, their relevance to careers, and the broader impact of the field camp experience on everyday life. Students frequently noted how field camp strengthened the practical value of geoscience skills for professional pathways and improved career awareness. They also described enhanced self-awareness of their own capabilities fostered by a supportive peer and instructor community. Some students identified opportunities to strengthen field camps through greater incorporation of modern technologies.

Collectively, these findings underscore the substantial benefits of traditional field camps for developing workforce-ready geoscientists. They provide robust evidence for prioritizing and sustaining these signature geoscience experiences despite challenges. Attendees will leave with concrete strategies for assessing their own field-based courses using the community-validated LOCFE framework.

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