Date of Award:
5-2024
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Geosciences
Committee Chair(s)
Joel L. Pederson
Committee
Joel L. Pederson
Committee
Katherine Potter
Committee
Kristin Searle
Abstract
Geoscience has a known diversity problem, specifically a participation gap of ethnic minority representation, and it is especially severe regarding Native American representation. To address this participation gap, an identity gap needs to be addressed first. Native students need to visualize themselves as geoscientists before they can commit to geoscience programs and careers. This project uses a hands-on, place-based learning activity as an opportunity for Native students to better see themselves as geoscientists.
A portable rainfall simulator was constructed, calibrated, and refined for use in teaching concepts about rainfall, runoff, and erosion. It was employed in place-based learning exercises with Native students from the Four Corners region of the southwestern United States. Students who volunteered to complete surveys and participate in a group interview provided results indicating they could indeed see themselves as scientists better after the exercise.
Checksum
6e1a883fd5f070d472133271d40a7780
Recommended Citation
Shallue, Michaela, "Building and Using a Hydrology Experiment for Place-Based Learning With Native American Students" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 102.
https://digitalcommons.usu.edu/etd2023/102
Included in
Educational Technology Commons, Geology Commons, Hydrology Commons
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