Critical Experiences for Field Geologists: Emergent Themes in Interest Development

Geoscience education researchers are working to understand how we can most effectively increase our overall geoscience workforce capacity. The present study employed an inductive approach to explore the critical experiences that led to the persistence of successful field geologists in this STEM field. Interviews with 29 professional field geologists and 8 upper level undergraduates were analyzed to identify emergent themes. Three overarching themes emerged: Academic Experiences, Connections with People, and Engagement with Earth.

This page last updated 18 May 2019 - 9:09pm

Lessons on the Role of Fun/Playfulness from a Geology Undergraduate Summer Research Program

This paper examines past and current experiences with fun and playfulness of participants in two summers of an NSF funded summer research experiences for undergraduates (REU) geosciences program. Thirty students responded to questionnaires on the role of play in their previous learning and their playful, inspirational, or “ah-ha” feelings while doing their summer research. They reported a sense of playfulness during science classes, promoted by engagement with interesting phenomena, ability to work independently, and a relaxed atmosphere.

This page last updated 18 May 2019 - 8:58pm

Diversity in the Geosciences and Successful Strategies for Increasing Diversity

Data available from the National Science Foundation Division of Science Resources Statistics demonstrate that since 1966 fewer bachelor's, master's, and Ph.D. degrees have been awarded in the geosciences than in any other STEM field. Data spanning the time period from 1995-2001 indicate that the percentage of bachelor's and master's degrees awarded to members of racial and ethnic groups that are underrepresented in STEM fields was lower in the geosciences than in other STEM fields. The percentage of Ph.D.

This page last updated 18 May 2019 - 9:07pm

A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students With Disabilities

People with disabilities make up the largest minority population in the U.S. yet remain sorely underrepresented in scientific disciplines that require components of field-based training such as the geosciences. This paper provides a critical analysis of broadening participation within geoscience education literature through the use of accessible and inclusive instructional practices that support students with physical and sensory disabilities.

This page last updated 17 May 2019 - 2:37pm

A recipe for change: Creating a more inclusive academy

Although there has been a welcome increase in discussion about gender disparities in science, technology, engineering, and mathematics (STEM), broad participation of women in STEM will not be achieved until institutions are transformed. A long-range view is needed to change the rules of the game, such that institutional culture and practices create workplaces where all scientists and engineers want to be. This article lays out a six-point plan of what needs to change, who should participate, and how actors outside of the academy should have direct involvement in the process.

This page last updated 17 May 2019 - 2:13pm


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