Below are books, articles, blog posts, websites, and refereed journal articles that our community has found useful in teaching about equity and inclusion to scientists, and affecting change in our own departments and institutions. It is in no way intended to be an exhaustive list, and we will continue to add to it throughout the funded period of our programs. This page is under ongoing construction: resources still to be summarized and categorized are listed at the bottom of the page. 

If you have additional resources for this page, please send to Carolyn Brinkworth at UCAR (carolyn at along with a short summary of the article and the heading under which we should file it.

Each of the citations below currently includes either the journal abstract, a short excerpt from the article, or the publisher's description. These descriptions are only intended to help readers determine the content of the resource, and should not be interpreted as the opinions of, or endoresments by, our teams. 


This page last updated 1 May 2019 - 10:20am

A total of 117 resources are listed below.


Articles and Special Issues

A lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States.

We describe our efforts at building programs in Earth and space science over the past decade at four Minority Institutions, Medgar Evers College, Norfolk State University, South

Many geoscience fieldworks are not aligned with the curriculum contents reflecting the need to develop more research related to the outdoor learning environment.

Startling national statistics continue to illuminate the need for increasing the number of underrepresented minority students graduating with degrees in the geosciences.

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

Phenomenography is an empirical approach to identifying the qualitatively dis- crete ways in which individuals experience and understand aspects of the world around them.

This quantitative study explores the differences between six geosciences departments that are successful or less successful in the retention and graduation of female students. 

Although there has been a welcome increase in discussion about gender disparities in science, technology, engineering, and mathematics (STEM), broad participation of women in ST

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 tha

Decades of science education research have provided us with a variety of tools to deal with the cognitive processes behind our students’ learning.

Taking a critical, performative stance, this study aims to advance our understanding of diversity management enhancing ethnic equality at work.

Summer camps have proven to be effective tools to engage students in the geosciences.

An effective partnership with Minority Serving Institutions (MSI) has been established with the U.S.

Geoscience research is a fundamental portal through which geoscience knowledge may be acquired and disseminated.

Discusses historical context of geosciences field work in the past to the current state.

To equip undergraduates with needed background, instruction in geospatial science was integrated across curricula and courses in the Department of Forestry and Environmental Res

Laboratories serve as an integral part of geoscience education at most colleges and universities.

This study examines the effects of an extended authentic research experience on students’ understanding of the nature of science (NOS) and self-efficacy toward science.

This article offers a set of design principles distilled from the Building Engineering and Science Talent (BEST) examination of over 100 programs with documented success in recr

Employers have experimented with three broad approaches to promoting diversity.

This commentary examines the use of Spanish-English bilingual geosciences communication within the United States as a way to broaden information about the discipline and inspire

The Geosciences Institute for Research and Education at the University of Michigan–Dearborn has been an example of a successful and effective model in increasing the participati

Out of all the physical sciences, earth sciences has the lowest participation of underrepresented minorities.

Historically Black Colleges and Universities (HBCUs) attract, retain and award science degrees to African Americans at a higher rate than majority institutions.

Geoscience department websites are a public representation of the department and discipline.

Geoscience faces dual recruiting challenges: a pending workforce shortage and a lack of diversity.

Eighteen middle and high school students with visual impairments participated in a weeklong field-based geology summer camp.

We explored students’ conceptions of plate tectonics using a combined qualitative and quantitative approach consisting of multiple-choice ConcepTest questions, ques- tionnaires,

Native American nations in the United States have a unique legal status that is rooted in a complex relationship between the United States federal government, individual state a

Geoscience education researchers are working to understand how we can most effectively increase our overall geoscience workforce capacity.

Recent efforts to increase diversity within the geosciences, do coincide with how geoscientist are being portrayed in academic textbooks.

Research methods and underlying theories for research designs that integrate quantitative and qualitative approaches (i.e., mixed methods) are well documented in the field of ed

Visual penetrative ability (VPA) is a basic skill for any geology undergraduate student and is also required in many introductory laboratory exercises designed for nonmajors.

Interest is a complex interplay between affective and cognitive components that drive motivation.

Data available from the National Science Foundation Division of Science Resources Statistics demonstrate that since 1966 fewer bachelor's, master's, and Ph.D.

In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabi

Summer programs are a common strategy for increasing interest in STEM (Science, Technology, Engineering, and Math) careers among K-12 students.

Researchers participated in a week long field experience for high school students to increase the pipeline of diverse students into the geosciences major.

To motivate student learning, the affective domain—emotion, attitude, and motivation—must be engaged.

High school students in a large urban area, undergraduate students, and geoscience faculty at a local college used a place- based pedagogical approach to engage in real geoscien

A model deployed at Savannah State University (SSU) for enhancing diversity in the geosciences provides much needed African-American role models in the sciences for school aged

The University of Texas Institute for Geophysics and Huston-Tillotson University collaborated on a proof of concept project to offer a geoscience course to undergraduate student

Place-based education is locally situated, experiential, and transdisciplinary.

Unlike other informal sites, fossil parks provide visitors collecting opportunities that result in ownership of a small number of fossils.

Recognizing the relevance that fieldwork and field trips have in the teaching of geosciences and related learning processes, this study presents two geological fieldwork studies

The Geosciences Awareness Program (Project GAP), a collaboration between the Ohio State University and Columbus State Community College, was designed to broaden the participatio

The National Research Council’s report, Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (Singer, Nielsen, &amp

AGI estimates that 275,000 physical geology text books are sold in the United States per year. We selected 15 texts from nine different publishers.

Using a conceptual framework constructed around self-efficacy, this study explores specific recruitment programs that may contribute to the development of self-efficacy for stud

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 g

This article presents an assessment of a field camp experience that focuses on a more relevant curriculum for the students being served today.

This paper presents an instructional strategy for engaging students with the critical exploration of values in introductory geoscience courses.

The Rural Alaska Honors Institute (RAHI) is an intensive, six-week residential high school-to-college bridging program aimed at preparing talented rural Alaska youth for the soc

First year Geology students at the University of the Witwatersrand experience problems with both three-dimensional and “four-dimensional” (or time) visualization when attempting

The geosciences continue to lag behind the other sciences in both diversity and degree completion rates of students transferring from two-year colleges (2YCs).

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the liter

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) ge

Despite gains over the last decade, the geoscience student population in the United States today continues to lag other science, technology, engineering, and mathematics discipl

Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body.

There is a persisting gap in the participation of women in atmospheric science (ATS), particularly at the higher levels of ATS education and occupations.

Mentoring relationships are crucial in the development of student scientists.

There has been little change in the last forty years in the number of ethnic and racial minorities that receive doctorates in the earth, atmospheric and ocean sciences.

Do students really enroll in Introductory Geology because they think it is ‘‘rocks for jocks’’?

This is a case study of an NSF funded program to increase participation in STEM and geosciences for American Indian students.

The authors discus the role geographic perspectives can play in creating access for participation in STEM.

Recognizing the need to attract more students, especially those from underrepresented groups, a team of college faculty and experienced New York City Department of Education (DO

This study examined the factors that contribute to students’ success in conducting geological field work.

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education.

The geosciences are considered by many to be inaccessible to individuals with disabilities.

All across the nation, Earth science knowledge among both students and their teachers in middle and high schools has been substandard, and particularly so for underrepresented m

Concept inventories are relatively new types of diagnostic instruments intended to measure student learning.

The authors surveyed individuals working within STEM fields who identify as part of the LGBTQA community.

This article studies the effect of an Earth systems Science for All program intervention.

The University of New Orleans (UNO), Department of Earth and Environmental Science has been successfully recruiting minority geoscience students since 1974.

Research experience for undergraduate (REU) programs are designed to recruit students to science and engineering research careers by allowing the students to conduct research wi

Students who have a strong urban place-identity may perceive the natural world differently from many geoscience instructors.

Ethnic and racial minorities constitute an important part of the geosciences community because of their diverse perspectives and backgrounds.

Native American reservation communities nationwide exercise sovereign control over natural resources and land-use within reservation boundaries.

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons.

Visual representations of scientific data make these data accessible and enable students to examine the evidence used to build scientific arguments and test theo- ries, even whe

Engaging students in problem-solving concerning environmental issues in near-surface complex Earth systems involves developing student conceptualization of the Earth as a system

During the summer of 2012, the Louisiana State University (LSU) field camp program was affected by close proximity to the large Waldo Canyon Fire in Colorado Springs, CO, as wel

This study examines discrepancies between geoscience career knowledge and biology career knowledge among Mississippi science teachers.

Geosciences is one of the least diverse fields within STEM, therefore it is essential for geoscience educators to adopt a focus on earth resilience.

This study quantifies improvements in introductory students' concepts in geoscience after completion of a nine week, entirely field-based geology course.

An ethnographic study was conducted on an undergraduate field course to observe and document lived experiences of students.

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening

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

In order to assess the effectiveness of projects intended to increase the participation of members of traditionally underrepresented groups in geoscience careers, short-term ind

This paper discusses experiences and lessons learned from developing an interdisciplinary graduate program (IDP) during the last 10 y: The Howard University Graduate Program in

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 exposur

Students with physical disabilities encounter challenges in any scientific discipline, yet the geosciences have extremely low participation levels for persons with dis- abilitie

The focus of this research was to investigate how students learn to do fieldwork through observation.

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

The abundance of freely available, scientific big data sets can facilitate discovery-based authentic science projects saving time, money, and effort.

This study is a research project focused on the implementation of problem-based learning in an honors, paleontology-oriented, Earth Science course.

In this commentary, we argue that social capital theory, the idea that membership in a group creates opportunities to acquire valuable information and resources from other group

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 p

Interviews, paper-and-pencil (PNP) exercises, and class observations were the qualitative research methods used to investigate student alternate conceptions and their cognitive

A key challenge in university geoscience teaching is to give students the skills to cope with uncertainty.

The ways in which people view the world, and by extension the ways in which they learn, are shaped by cultural context.

Blogs and Editorials

This article summarizes the discussion that has developed over the last six months within the AIPG group on LinkedIn.com1 about field camp and whether undergraduate (summertime)

Learning in “the field” has long held a prominent role in the education of geoscientists.

There is a lack of diversity in the geosciences and on contributing factor might be the lack of representation of diversity faculty.

The geosciences benefit from diverse student perspectives and backgrounds, but the field-based learning requirements pose barriers to students with disabilities.

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.

The author discusses their experiences as a member of the LGBT community within the geosciences discipline.

The author describes their personal experience as a person with a disability in the geosciences.

NOVA interviewed a geoscientist to inquiry about the diversity gap within the geosciences.

Queer Science is a new program at the University of Minnesota that invites queer and transgender high school students to the university.

Our society has engineered robust consequences for squeaky wheels.

The author of this blog explains how limited exposure to the outdoors as a youth, might be a contributing factor for the lack of representation of underrepresented minorities in


Websites and Other Links

This thesis explores how first year students in geology negotiate and make sense of the subject matter and develop a geological identity.