inclusion

Innovation and Obsolescence in Geoscience Field Courses: Past Experiences and Proposals for the Future

This article presents an assessment of a field camp experience that focuses on a more relevant curriculum for the students being served today. These efforts are being made to impact the declining numbers of students interested in geoscience majors. 

This page last updated 8 Aug 2019 - 1:29pm

NSF-OEDG Manoomin Science Camp Project: A Model for Engaging American Indian Students in Science, Technology, Engineering, and Mathematics

This is a case study of an NSF funded program to increase participation in STEM and geosciences for American Indian students. Culturally relevant practices were utilized such as the Circle of learning, a conceptual framework that emphasizes trust and relationship building between researchers, teachers, students and American Indian community members. 

This page last updated 8 Aug 2019 - 1:25pm

Characteristics and Culture of Geoscience Departments as Interpreted from their Website Photographs

Geoscience department websites are a public representation of the department and discipline. This exploratory study investigated the characteristics and culture communicated about geoscience depart- ments through their website photographs. Outdoor settings dominated in the website photographs. This may give the impression that geoscientists spend most of their time outdoors. Additionally, the outdoors may represent the most appealing aspect of geoscience work. Most people in the photographs were men.

This page last updated 20 May 2019 - 3:35pm

Impact of inclusive field trips

The geosciences benefit from diverse student perspectives and backgrounds, but the field-based learning requirements pose barriers to students with disabilities. If carefully designed, fieldwork can be made accessible while still meeting expectations of academic rigour.

This page last updated 20 May 2019 - 3:17pm

Professionally held perceptions about the accessibility of the geosciences

The geosciences are considered by many to be inaccessible to individuals with disabilities. Challenging traditional perceptions of identity in the geosci- ence community is an important step to removing barriers for students and geoscientists with diverse physical, sensory, and cognitive abilities, and to broadening entry into the myriad fields that make up the discipline. Geoscien- tists’ views of the extent to which a disability would inhibit access to a geo- science career were probed through three separate studies.

This page last updated 20 May 2019 - 3:12pm

Ethnographic methods in analysis of place-based geoscience curriculum and pedagogy

Place-based education is locally situated, experiential, and transdisciplinary. It is informed not only by scientific knowledge of places and regions, but also by the humanistic meanings and affective attachments (senses of place) that people affix to them. Enhanced sense of place is an authentic learning outcome of place-based teaching. Qualitative analyses of a student’s behavior and attitudes in a place-based learning context can be used to triangulate instrument-driven psychometry of pre- to postexperience changes in sense of place and content knowledge.

This page last updated 20 May 2019 - 3:08pm

Virtual Community Building for Effective Engagement of Students of Color in Earth System Science: Minorities Striving and Pursuing Higher Degrees of Success in Earth Science Case Study

The NASA and NSF-funded Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP) initiative provides professional development and mentoring experiences that facilitate the advancement of persons of color committed to achieving outstanding Earth system science (ESS) careers. The three MS PHD'S PDP phases are connected by virtual community-building activities that occur through asyn- chronous/synchronous web-based dialogues.

This page last updated 18 May 2019 - 10:55pm

Raising Scholastic Achievement in Minority- reached Classes Through Earth Systems Teaching

This article studies the effect of an Earth systems Science for All program intervention. This intervention was aimed at cultivating a sense of success and developing cognitive skills among students in classes with a dominant number of students from Ethiopian origin who are characterized by a low scholastic achievement level. The effect the earth systems approach curriculum was studied through a mix of quantitative and qualitative research tools.

This page last updated 18 May 2019 - 10:44pm

Looking in the Right Places: Minority-Serving Institutions as Sources of Diverse Earth Science Learners

Despite gains over the last decade, the geoscience student population in the United States today continues to lag other science, technology, engineering, and mathematics disciplines in terms of diversity. Minority-serving institutions (MSIs) can play an important role in efforts to broaden underrepresented student engagement with Earth Science content, especially in collaborations with other institutions and organizations that allow MSIs to share their expertise. Knowing which MSIs have Earth-related degree programs can help facilitate such collaboration.

This page last updated 18 May 2019 - 9:27pm

Infusing Traditional Knowledge and Ways of Knowing Into Science Communication Courses at the University of Hawai‘i

We describe a philosophy and process by which cultural awareness and traditional ways of knowing were incorporated into courses on communicating ocean sciences for college and graduate students in Hawai‘i. The result is a culturally relevant framework that contextualizes the course for Hawai‘i audiences while also enabling students to better understand the host culture. We offer an overview of the similarities and differences between Western and Native Hawaiian worldviews as they relate to science, exploration, and explanation.

This page last updated 18 May 2019 - 9:12pm

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