The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento

Using an engagement lens to model active learning in the geosciences

“…Overall, this study is a clear example of one at the intersection of cognitive and emotional engagement (Region 7 of Figure 1). Hammersley et al (2012) found that the average increase in score from pre-to post knowledge tests for the Geology of Mexico students was significantly greater than the increase in score for Physical Geology students; additionally, students in the Geology of Mexico course displayed more positive attitude changes and were more likely to take additional geology courses. Semken and Butler-Freeman (2008) applied the Place Attachment Instrument (Williams & Vaske, 2003) and the Place Meaning Survey (Young, 1999) as tools to assess a placebased introductory geology course and observed significant gains in student place attachment and place meaning.…”

“…Several examples demonstrate the role that place attachment has in students' emotional engagement, and in turn, its potential impact on student learning in the geosciences. Hammersley et al (2012) found that Hispanic students enrolled in a Geology of Mexico course (modeled on traditional Physical Geology but using Mexican case studies to illustrate concepts) created a true community of practice (Lave & Wenger, 1991) that used "a shared repertoire of communal resources developed by the members of the community" (p. 197). An unintended consequence of the place-based course design was creation of student cohorts that shared cultural and linguistic background as well as life experiences, which heightened their sense of belonging.…”

The Curious Construct of Active Learning

“…Researchers have studied the value of place-relevant context in geoscience education. For example, Hispanic students enrolled in a course focusing on the geology of Mexico were more likely to take additional geology courses and declare geology majors than Hispanic students enrolled in a structurally similar traditional physical geology course (Hammersley et al, 2012). In the biological sciences, ethnographic observations of students experiencing a 10-day field course in the Galapagos Islands showed increases in scientific literacy and social cohesion among students (Mason et al, 2018).…”

The intersection of geoethics and diversity in the geosciences

“…Johnson et al (2014) developed educational resources on the Flathead Indian Reservation 'through collaborations with local school communities, tribal elders, and cultural experts who approved the materials for general distribution'. Hammersley et al (2012) developed an introductory course on the geology of Mexico specifically to increase the number of Hispanic students and Tewksbury (1995) developed a course on the geology of Africa to attract URM students in participating in the geosciences. Birnbaum (2004) utilized a field-based inquiry approach in an urban setting to engage students and instill more positive student attitudes.…”