Do InTeGrate materials increase scientific understanding among women?
Wednesday 4:30pm-5:45pm Student Union: Ballroom B
Poster Session Part of Wednesday Session
Tiffany Rivera, Westminster College (UT)
Laura Rademacher, University of the Pacific
Mark Abolins, Middle Tennessee State University
Christopher Berg, Orange Coast College
William Hansen, Worcester State University
David McConnell, North Carolina State University
Elizabeth Nagy, Pasadena City College
Daren Nelson, University of North Carolina at Pembroke
Mathieu Richaud, California State University-Fresno
InTeGrate geoscience teaching materials were developed to link societal challenges to geologic concepts in order to improve Earth literacy in undergraduate students. These curricular products span topics from mineral resources to climate change to natural hazards. InTeGrate modules take the form of engaged, student-centered learning opportunities, and can easily be implemented into flipped-style classrooms. The InTeGrate Research Team implemented three modules in a single geoscience course for the Fall 2016 semester, in eight different colleges and universities. Here, we evaluate the impact that these learning materials had on female students by analyzing pre- and post- course standardized test results (GLE – Geoscience Literacy Exam) and written responses to module and summative assessments. We supplement the learning metric data with surveys of attitudinal changes towards environmental concerns and the importance of sustainability on both student actions and career aspirations. We compare the results to a control group of students that did not receive any InTeGrate materials within their geoscience courses. Our results can be used to examine if women can increase their scientific (and geoscience) literacy due to pedagogical and curricular changes, along with shifting their perspectives regarding the need for sustainability in their lives. By identifying how these changes impact female students, we may be able to narrow the gender gap in STEM fields.