The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority- Serving Institutions

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance.

This page last updated 18 May 2019 - 11:18pm

Understanding Perceptions of the Geosciences Among Minority and Nonminority Undergraduate Students

This study augments existing literature in understanding student perceptions about the geosciences; we examined the choice of major and science courses taken by 645 students at a large southeastern research university. Differences were examined between underrepresented minority (URM) and nonminority students. We compared responses regarding not only different sciences but also different subfields of geoscience, and where possible, we compared those subjects with biology.

This page last updated 18 May 2019 - 11:13pm

Recruiting and Graduating Minority Geoscientists from the University of New Orleans

The University of New Orleans (UNO), Department of Earth and Environmental Science has been successfully recruiting minority geoscience students since 1974. The basis for that program is a field trip for high school students supplemented with scholarships and mentoring for those students who subsequently choose to attend UNO as geoscience majors. We have developed a program model that we believe may be exported either by components or in its entirely for recruiting racially and ethnically diverse high school students into the geosciences.

This page last updated 18 May 2019 - 11:08pm

An Educational Partnership Program with Minority Serving Institutions: A Framework for Producing Minority Scientists in NOAA-Related Disciplines

An effective partnership with Minority Serving Institutions (MSI) has been established with the U.S. Department of Commerce (DOC), National Oceanic and Atmospheric Administration (NOAA). Building on a commitment to increase research collaboration with MSIs, a collaborative program developed by NOAA and its MSI partners has led to a significant increase in the education and graduation of students from underrepresented communities in science, technology, engineering and mathematics (STEM) that support NOAA's mission.

This page last updated 18 May 2019 - 11:03pm

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

The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S)® in Earth System Science Professional Development Initiative: Enhancing Intellectual Merit and Broader Impact of Diversity through Alignment of Vision, Goals and Objectives, and Me

The MS PHD'S Program facilitates the involvement of minority undergraduate and graduate Earth system science students in a series of activities designed to: (1) increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and field trips; (2) enhance professional skills, grantsmanship, oral and written communication; (3) provide funding, education and career opportunity resources; (4) facilitate networking opportunities with established researchers and educators; (5) and sustain on-going

This page last updated 14 Aug 2019 - 10:36am

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

Effectiveness of a Summer Experience for Inspiring Interest in Geoscience Among Hispanic-American High School Students

Summer programs are a common strategy for increasing interest in STEM (Science, Technology, Engineering, and Math) careers among K-12 students. Here we report four years of results from a two-week program designed to expose Hispanic-American high school students in El Paso, Texas to content and careers in the geosciences.

This page last updated 18 May 2019 - 9:31pm

Affective Domain and Student Learning in the Geosciences

Decades of science education research have provided us with a variety of tools to deal with the cognitive processes behind our students’ learning. However, we have placed much less attention on student affect, the feelings, attitudes, emotions, and values that can encourage or discourage the adoption of effective learning behaviors. This has occurred even though the affective domain has been demonstrated to have a significant influence on student learning.

This page last updated 18 May 2019 - 9:24pm

The Geoscience Pipeline: A Conceptual Framework

In order to assess the effectiveness of projects intended to increase the participation of members of traditionally underrepresented groups in geoscience careers, short-term indicators of "success" must be identified and developed. Our first step in identifying these indicators was the creation of a model of the science, technology, engineering, and math (STEM) career pipeline, based on a literature review of factors associated with STEM career choice in minority populations.

This page last updated 18 May 2019 - 9:16pm


Subscribe to RSS - participation