Author(s):
Need: In 2022, Texas A&M University was awarded the status of an HSI (Hispanic Serving Institution) serving 25% of the undergraduate student population (Hispanic). Besides the relatively large enrollment, the Hispanic student performance indicators are markedly different from other ethnicities. Hispanic students have consistently lower GPAs at graduation compared to all other ethnicities. Overall, 6% fewer Hispanic students graduate in 5 years compared to all other ethnicities. When comparing all students from different majors taking geology classes at TAMU, we observed a similar pattern: Hispanic students in Fall 2017 had lower grades compared to other ethnicities in most of the geology classes with the exception of several senior-level classes, while in 2021, when classes were in hybrid mode, Hispanic students had higher grades in more than half of all geology classes including introductory level courses. We proposed to develop SedimentSketch, an active learning dual language (English-Spanish) educational software on sedimentology that will provide students with automatic feedback, allow sketching, and remote access to lab materials for online learning. Our goal is to help Hispanic students improve their GPA and time to graduation. Guiding questions: RQ1: How does the use of SedimentSketch application impact student learning of sedimentology skills?RQ2: What benefits will the use of SedimentSketch bring to Hispanic students and an HSI (TAMU)?RQ3: Will SedimentSketch improve career trajectories and STEM aptitude for Hispanic students?RQ4: What features of SedimentSketch (bilingualism, automatic feedback, remote learning, sketching) will help solve existing disadvantages for Hispanic students?Outcomes: We are currently developing educational materials that follow the sedimentology course curriculum. They include 3D sedimentary rock models, interactive games, and exercises.Preliminary Control Group data collection results in undergraduate geoscience courses teaching sedimentology in Spring 2024 showed that students are often unclear on how to explain basic sedimentology terms and simple routine steps to identify a sedimentary rock. Students were lacking understanding of the applications of sedimentology for climate and sea-level change reconstruction. In contrast, they performed much better when providing examples of industry applications. These results could imply that students understand the end application but lack conceptual knowledge, and knowledge on how to perform sedimentological activities.Broader impacts: SedimentSketch will become a personalized dual-language (English-Spanish) learning application where students will be able to interact with the material and find help outside of class. We expect to see positive impacts on students’ conceptual knowledge and knowledge of how to perform sedimentological activities.
Coauthors
Anna Stepanova, Texas A&M University; Juan Carlos Laya, Texas A&M University; Saira Anwar, Texas A&M University; Carlos Alvarez Zarikian, Texas A&M University; Tracy Hammond, Texas A&M University
