Initial Publication Date: November 17, 2022

November 2022 Researcher Spotlight

Dr. Emily Scribner

Dr. Emily Scribner, PhD,  at Clemson University, in the Department of Engineering and Earth Sciences is the November 2022 GER Division spotlight.  Emily shares more information below about her current interests/projects in Geoscience Education Research and provides advice for newcomers to the GER community.  You can also check out her latest publication below!

What is the focus of your current geoscience education research?

 

I'm currently working with colleagues at Clemson University to assess how effectively an online hydrogeology field camp can meet course learning objectives and build and maintain morale among student groups. Our field camp, like many others, pivoted to online instruction due to the COVID-19 pandemic. We developed a way to stream field exercises over Zoom to students taking the course at home. We modelled our approach off of that used by Atchison et al., 2019 who ran week-long field trips with students both in the field and in remote locations, connected by a real-time video feed. In our field camp, online students would direct those in the field (Teaching Assistants and graduate students) how to complete the exercise. Although this model was developed out of necessity when students were not permitted to come to the field camp in person, it could be used to make the camp more accessible for students who are unable to attend the camp in person for various reasons.

 

What is your favorite or "must read" education research paper? Why is this paper meaningful for your work?

 

Given my current research on accessible field experiences, "A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities" (Atchison, C.L, Marshall, A.M., and Collins, T.D., 2019) was an eye-opening paper for me to read and one that I think anyone designing or leading field experiences should read. I first heard about their approach at a Geological Society of America meeting and remembered wanting to learn more about how we can make field experiences more inclusive and accessible for all students. This paper provides multiple examples of how field experiences can be adapted to enable students with differing abilities to actively participate and engage in the field.

 

What is your advice for someone who is interested in starting out in geoscience education research or scholarship of teaching and learning?

 

Talk to others in your department about your interests in geoscience education research (GER), teaching, and learning, even if you aren't sure if they have the same interests as you. I didn't even know people conducted GER until I just happened to be a Teaching Assistant for someone in GER during my graduate degree. Expressing my interests and discussing my ideas with them opened up so many doors in my research and teaching career. In my experience, people in the GER community are so welcoming and eager to help newcomers, whether it be by meeting up for coffee at a conference, introducing them to other GER members, or collaborating on new projects!

 

Check out Dr. Scribner's latest publication here:

Scribner, E.D., & Harris, S.E. (2020). The mineralogy concept inventory: A statistically validated assessment to measure learning gains in undergraduate mineralogy courses, Journal of Geoscience Education, 68(3), 186-198.