90-2 Empowering Teachers Through Geoscience Fieldwork and Professional Interactions

Session: Diversifying Geoscience Education Across the Academic Playing Field: Using Creative Methods to Foster the Current and Next Generations of Geoscience Professionals, Part I

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The American Geosciences Institute (AGI) is offering K-12 educators with authentic, hands-on geoscience experiences through direct engagement with geoscience professionals, enabling teachers to incorporate real-world science into their classrooms. Two innovative programs, Geoscience Experiences for Teachers Out in the Field (GET-Out) and Teacher Field Experiences (TFE), were initially conceptualized around soil science and piloted in 2024 in collaboration with the USDA Natural Resources Conservation Service (NRCS). Building on this success, the programs have expanded to include a variety of geoscience topics through partnerships with organizations such as the American Institute of Professional Geologists (AIPG), the Association of Environmental and Engineering Geologists (AEG), and the U.S. Geological Survey (USGS). 

Both the GET-Out and TFE programs offer teachers immersive opportunities to interact with and work alongside geoscience experts, enhancing their understanding of scientific research, field techniques, and cutting-edge technologies used by geoscientists. These professional development experiences foster a deeper understanding of geoscience content and fieldwork, equipping educators with the knowledge to convey current scientific research to students. Teachers gain firsthand insight into the day-to-day work of geoscientists, which helps them bridge the gap between theoretical concepts and real-world applications. Additionally, both programs introduce teachers to geoscience career pathways, supporting their ability to incorporate career awareness into lessons and discussions. 

After participating in a GET-Out or TFE program, educators are equipped to develop authentic and engaging projects and lessons that reflect real scientific work, often tailored to their local communities. For example, one teacher who participated in a TFE had her students conduct a six-month soil study titled Determining Soil Health Using Aggregate Stability and Conductivity, which they later presented at a state high school research symposium. She shared that without the TFE experience, she would not have steered her students toward a soil-related research project. This example underscores how these professional development experiences not only broaden teachers' knowledge but also build their confidence to introduce and explore new topics, thereby empowering them to move beyond their usual teaching comfort zones. 

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

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