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
We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hisp...
Gespeichert in:
| Veröffentlicht in: | Journal of geoscience education 2012-05, Vol.60 (2), p.189-198 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext bestellen |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 198 |
|---|---|
| container_issue | 2 |
| container_start_page | 189 |
| container_title | Journal of geoscience education |
| container_volume | 60 |
| creator | Hammersley, Lisa C. Levine, R. Cornwell, K. Kusnick, J. E. Hausback, B. P. |
| description | We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course. |
| doi_str_mv | 10.5408/11-243.1 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_GA5</sourceid><recordid>TN_cdi_eric_primary_EJ1164484</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1164484</ericid><sourcerecordid>2699855791</sourcerecordid><originalsourceid>FETCH-LOGICAL-a259t-dc1e778bd1ea8a0ae11df95c999b565b4146d30231592d16f66b91f98d94f4603</originalsourceid><addsrcrecordid>eNplkd1u1DAQhSMEEktB4gWQLHHDBWk9iZONuauWpT8qf2p7bU3syeIqay-2U9iH491wWNSbXnnk-c7R0ZmieA38uBG8OwEoK1Efw5NiUUHTlSCq7mmxAN7JUkrZPC9exHjHeVUDXy6KPzc_iJ2RH_1mz_zAPtNvq_0Hdsq-T-iSTZjsPbH1PY5THr2bIWQrP4VI7CNFu3FkWPLswulAmD9TdvwybXsKM3tu4w6d1ew6TYZciuwbhmS13WU7t2HW_RPkCFFbcpoiw8RWONrBB2cx6zARu3U5Rog27d-za9QBt9nLvyyeDThGevX_PSpuP61vVufl1dezi9XpVYlVI1NpNNBy2fUGCDvkSABmkI3OffRN2_QCRGvquZJGVgbaoW17CYPsjBSDaHl9VLw5-FKwWu2C3WLYq_UlQCtEJ_L-7WG_C_7nRDGpu1yQy5EU8KpqZSWbmXp3oHTwMQYaHpyAq_l4CkDl4ynIaH1Arcs1bPGXD6NRCfejD0NAp21U9SPVX0xOnjc</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1022692954</pqid></control><display><type>article</type><title>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</title><source>ERIC - Full Text Only (Discovery)</source><creator>Hammersley, Lisa C. ; Levine, R. ; Cornwell, K. ; Kusnick, J. E. ; Hausback, B. P.</creator><creatorcontrib>Hammersley, Lisa C. ; Levine, R. ; Cornwell, K. ; Kusnick, J. E. ; Hausback, B. P.</creatorcontrib><description>We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course.</description><identifier>ISSN: 1089-9995</identifier><identifier>EISSN: 2158-1428</identifier><identifier>DOI: 10.5408/11-243.1</identifier><language>eng</language><publisher>Bellingham: National Association of Geoscience Teachers</publisher><subject>Academic degrees ; Case studies ; Comparative Analysis ; Core curriculum ; Curriculum Design ; diversity ; Earth science ; Earthquakes ; Economic indicators ; Foreign Countries ; Geology ; Grades (Scholastic) ; Hispanic ; Hispanic American Students ; Hispanic students ; Instructional Effectiveness ; Introductory Courses ; Minority students ; Multiculturalism & pluralism ; place-based ; Plate tectonics ; Positive Attitudes ; Pretests Posttests ; Science Achievement ; Science Curriculum ; Statistical Analysis ; STEM ; Student Attitudes ; Student Recruitment ; Student Surveys ; Thinking Skills ; Undergraduate Students</subject><ispartof>Journal of geoscience education, 2012-05, Vol.60 (2), p.189-198</ispartof><rights>2012 National Association of Geoscience Teachers 2012</rights><rights>Copyright National Association of Geoscience Teachers May 2012</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a259t-dc1e778bd1ea8a0ae11df95c999b565b4146d30231592d16f66b91f98d94f4603</citedby><cites>FETCH-LOGICAL-a259t-dc1e778bd1ea8a0ae11df95c999b565b4146d30231592d16f66b91f98d94f4603</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1164484$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1164484$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hammersley, Lisa C.</creatorcontrib><creatorcontrib>Levine, R.</creatorcontrib><creatorcontrib>Cornwell, K.</creatorcontrib><creatorcontrib>Kusnick, J. E.</creatorcontrib><creatorcontrib>Hausback, B. P.</creatorcontrib><title>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</title><title>Journal of geoscience education</title><description>We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course.</description><subject>Academic degrees</subject><subject>Case studies</subject><subject>Comparative Analysis</subject><subject>Core curriculum</subject><subject>Curriculum Design</subject><subject>diversity</subject><subject>Earth science</subject><subject>Earthquakes</subject><subject>Economic indicators</subject><subject>Foreign Countries</subject><subject>Geology</subject><subject>Grades (Scholastic)</subject><subject>Hispanic</subject><subject>Hispanic American Students</subject><subject>Hispanic students</subject><subject>Instructional Effectiveness</subject><subject>Introductory Courses</subject><subject>Minority students</subject><subject>Multiculturalism & pluralism</subject><subject>place-based</subject><subject>Plate tectonics</subject><subject>Positive Attitudes</subject><subject>Pretests Posttests</subject><subject>Science Achievement</subject><subject>Science Curriculum</subject><subject>Statistical Analysis</subject><subject>STEM</subject><subject>Student Attitudes</subject><subject>Student Recruitment</subject><subject>Student Surveys</subject><subject>Thinking Skills</subject><subject>Undergraduate Students</subject><issn>1089-9995</issn><issn>2158-1428</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GA5</sourceid><recordid>eNplkd1u1DAQhSMEEktB4gWQLHHDBWk9iZONuauWpT8qf2p7bU3syeIqay-2U9iH491wWNSbXnnk-c7R0ZmieA38uBG8OwEoK1Efw5NiUUHTlSCq7mmxAN7JUkrZPC9exHjHeVUDXy6KPzc_iJ2RH_1mz_zAPtNvq_0Hdsq-T-iSTZjsPbH1PY5THr2bIWQrP4VI7CNFu3FkWPLswulAmD9TdvwybXsKM3tu4w6d1ew6TYZciuwbhmS13WU7t2HW_RPkCFFbcpoiw8RWONrBB2cx6zARu3U5Rog27d-za9QBt9nLvyyeDThGevX_PSpuP61vVufl1dezi9XpVYlVI1NpNNBy2fUGCDvkSABmkI3OffRN2_QCRGvquZJGVgbaoW17CYPsjBSDaHl9VLw5-FKwWu2C3WLYq_UlQCtEJ_L-7WG_C_7nRDGpu1yQy5EU8KpqZSWbmXp3oHTwMQYaHpyAq_l4CkDl4ynIaH1Arcs1bPGXD6NRCfejD0NAp21U9SPVX0xOnjc</recordid><startdate>201205</startdate><enddate>201205</enddate><creator>Hammersley, Lisa C.</creator><creator>Levine, R.</creator><creator>Cornwell, K.</creator><creator>Kusnick, J. E.</creator><creator>Hausback, B. P.</creator><general>National Association of Geoscience Teachers</general><general>Taylor & Francis Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88I</scope><scope>8AF</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>BKSAR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>L6V</scope><scope>M0P</scope><scope>M2P</scope><scope>M7S</scope><scope>PCBAR</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>Q9U</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>201205</creationdate><title>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</title><author>Hammersley, Lisa C. ; Levine, R. ; Cornwell, K. ; Kusnick, J. E. ; Hausback, B. P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a259t-dc1e778bd1ea8a0ae11df95c999b565b4146d30231592d16f66b91f98d94f4603</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic degrees</topic><topic>Case studies</topic><topic>Comparative Analysis</topic><topic>Core curriculum</topic><topic>Curriculum Design</topic><topic>diversity</topic><topic>Earth science</topic><topic>Earthquakes</topic><topic>Economic indicators</topic><topic>Foreign Countries</topic><topic>Geology</topic><topic>Grades (Scholastic)</topic><topic>Hispanic</topic><topic>Hispanic American Students</topic><topic>Hispanic students</topic><topic>Instructional Effectiveness</topic><topic>Introductory Courses</topic><topic>Minority students</topic><topic>Multiculturalism & pluralism</topic><topic>place-based</topic><topic>Plate tectonics</topic><topic>Positive Attitudes</topic><topic>Pretests Posttests</topic><topic>Science Achievement</topic><topic>Science Curriculum</topic><topic>Statistical Analysis</topic><topic>STEM</topic><topic>Student Attitudes</topic><topic>Student Recruitment</topic><topic>Student Surveys</topic><topic>Thinking Skills</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hammersley, Lisa C.</creatorcontrib><creatorcontrib>Levine, R.</creatorcontrib><creatorcontrib>Cornwell, K.</creatorcontrib><creatorcontrib>Kusnick, J. E.</creatorcontrib><creatorcontrib>Hausback, B. P.</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>Natural Science Collection</collection><collection>Earth, Atmospheric & Aquatic Science Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Engineering Collection</collection><collection>Education Database</collection><collection>Science Database</collection><collection>Engineering Database</collection><collection>Earth, Atmospheric & Aquatic Science Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Engineering Collection</collection><collection>ProQuest Central Basic</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Journal of geoscience education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Hammersley, Lisa C.</au><au>Levine, R.</au><au>Cornwell, K.</au><au>Kusnick, J. E.</au><au>Hausback, B. P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1164484</ericid><atitle>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</atitle><jtitle>Journal of geoscience education</jtitle><date>2012-05</date><risdate>2012</risdate><volume>60</volume><issue>2</issue><spage>189</spage><epage>198</epage><pages>189-198</pages><issn>1089-9995</issn><eissn>2158-1428</eissn><abstract>We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course.</abstract><cop>Bellingham</cop><pub>National Association of Geoscience Teachers</pub><doi>10.5408/11-243.1</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext_linktorsrc |
| identifier | ISSN: 1089-9995 |
| ispartof | Journal of geoscience education, 2012-05, Vol.60 (2), p.189-198 |
| issn | 1089-9995 2158-1428 |
| language | eng |
| recordid | cdi_eric_primary_EJ1164484 |
| source | ERIC - Full Text Only (Discovery) |
| subjects | Academic degrees Case studies Comparative Analysis Core curriculum Curriculum Design diversity Earth science Earthquakes Economic indicators Foreign Countries Geology Grades (Scholastic) Hispanic Hispanic American Students Hispanic students Instructional Effectiveness Introductory Courses Minority students Multiculturalism & pluralism place-based Plate tectonics Positive Attitudes Pretests Posttests Science Achievement Science Curriculum Statistical Analysis STEM Student Attitudes Student Recruitment Student Surveys Thinking Skills Undergraduate Students |
| title | 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 |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-11T02%3A37%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Geology%20of%20Mexico:%20A%20Quantitative%20Evaluation%20of%20a%20Course%20Designed%20to%20Increase%20the%20Number%20of%20Hispanic%20Students%20Participating%20in%20the%20Geosciences%20at%20California%20State%20University,%20Sacramento&rft.jtitle=Journal%20of%20geoscience%20education&rft.au=Hammersley,%20Lisa%20C.&rft.date=2012-05&rft.volume=60&rft.issue=2&rft.spage=189&rft.epage=198&rft.pages=189-198&rft.issn=1089-9995&rft.eissn=2158-1428&rft_id=info:doi/10.5408/11-243.1&rft_dat=%3Cproquest_GA5%3E2699855791%3C/proquest_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1022692954&rft_id=info:pmid/&rft_ericid=EJ1164484&rfr_iscdi=true |