This commentary examines the role faculty play in broadening participation in the geosciences through the implementation of equitable and inclusive pedagogy. 

Navigating a field based learning environment presents many challenges for students with physical disabilities, this article explores the outcomes of a field trip experience that was designed for students with disabilities. 

This article explores learning communities within geoscience field courses that have been purposely establshed to creative inclusion for students with physical disabilities. 

Queer Science is a new program at the University of Minnesota that invites queer and transgender high school students to the university. Students participate in college-level hands-on experiments with transgender and queer scientist who serve as mentors and role models for the participants. 

There is a lack of diversity in the geosciences and on contributing factor might be the lack of representation of diversity faculty. In addition to that the geosciences discipline tends to attract students that have had more exposure to the outdoors, which can be unfamiliar terrain for students depending on where they come from geographically. 

NOVA interviewed a geoscientist to inquiry about the diversity gap within the geosciences. The geoscientist outlines reasons such as limited opportunities to take geoscience courses in high school as well as limited exposure to earth sciences knowledge through field trips, museum visits or outdoor activities. 

The geosciences have the lowest ethnic and racial diversity in all of the STEM fields and this might be related to students' sense of belonging. Underrepresented students in the geosciences are often faced with imposter syndrome and or stereotype threat, which influences how they perceive themselves in relation to their peers. 

The author describes their personal experience as a person with a disability in the geosciences. Given the physical demands of the discipline, this presents challenges for participants, but a better understanding and more inclusive practices in the geosciences can create a more welcoming environment for people with disabilities.  

The authors surveyed individuals working within STEM fields who identify as part of the LGBTQA community. The authors analyzed 1,427 responses from a 58-item questionnaire reporting the experiences the participants in regard to whether their work and social communities were welcoming to their queer identities. 

The author discusses their experiences as a member of the LGBT community within the geosciences discipline. The author references a study conducted in 2015 that surveyed LGBT people in STEM fields.