internship experience

A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY

thallmark — Sun, 19 May 2019 05:20:42 +0000

A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY thallmark Sat, 05/18/2019 - 23:20

A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY

Resource category

Articles and Special Issues

Author(s)

Stokes, P. J.; Baker, G. S.; Briner, J. P.; Dorsey, D. J.

Stokes, P. J., Baker, G. S., Briner, J. P., & Dorsey, D. J. (2007). A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY. Journal of Geoscience Education, 55(6), 581-588. DOI: 10.5408/1089-9995-55.6.581

Startling national statistics continue to illuminate the need for increasing the number of underrepresented minority students graduating with degrees in the geosciences. With increasing minority populations in the U.S., diversity becomes a key issue for the sustained success of college geoscience departments. The under-funded Buffalo Public School system struggles to provide quality science education to underrepresented students, which leads to few minorities pursuing STEM (Science, Technology, Engineering and Math) degrees in local colleges and universities. The Buffalo Geosciences Program (BGP) was created to provide opportunities for these underrepresented groups to participate in geoscience activities in Western New York. Our current program model (through many modifications) has now resulted in success of this objective by offering science education and outreach programming to a broad variety of public institutions at the primary, secondary, and postsecondary grade levels. During these interactions, students are made aware of geoscience career options and encouraged to pursue internships through the BGP. The ultimate (and attained) goal has been to produce minority geoscience undergraduate majors in colleges and universities.

Resource URL

https://doi.org/10.5408/1089-9995-55.6.581

GOLD Resource Tags

minorities

diversity

access

internship experience

recruitment

A total of 117 resources are listed below.

Articles and Special Issues

A Call for a New Geoscience Education Research Agenda

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A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY

A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities

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

A phenomenographic approach to investigating students’ conceptions of geoscience as an academic discipline

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A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students

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Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices

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

Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip

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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 participation of underrepresented groups in the geosciences. The…

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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. This is the ability to visualize the three-dimensional (…

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Learning in Earth and space science: a review of conceptual change instructional approaches

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

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Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body. Doing this successfully requires renewed attention to…

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Mentoring relationships are crucial in the development of student scientists. The purpose of this study was to identify the role of mentors in supporting career satisfaction among students in Earth System Sciences (ESS). Attendees…

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What college-level students think: Student alternate conceptions and their cognitive models of geoscience concepts

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Websites and Other Links

Becoming a Geologist - Identity negotiations among first year geology students

This thesis explores how first year students in geology negotiate and make sense of the subject matter and develop a geological identity. The stories of 6 students who have entered the study program in Geology at the University of…

Blogs and Editorials

Education and Training of Geologists; Is Field Camp Still Relevant?

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) field training is still necessary for basic qualification as a geologist. As you will see in the following, several…

Geoscientists’ perceptions of the value of undergraduate field education

Learning in “the field” has long held a prominent role in the education of geoscientists. Despite the expense, time, and liability risks associated with fieldwork, field experiences are widely perceived as…

How Can We Fix the Lack of Diversity in Geosciences?

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…

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…

Increasing Diversity in Geosciences

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…

LGBT and a Scientist

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.

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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…

Moving the Needle on Diversity in the Geosciences

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…

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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.

Real Men Might Get Made Fun Of

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Why Don't the Geosciences Have More Diversity?

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 the geosciences.

Books

Geoscience Research and Education: University Teaching

Geoscience Research and Outreach: Schools and Public Engagement

Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories

thallmark — Sat, 18 May 2019 20:28:20 +0000

Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories thallmark Sat, 05/18/2019 - 14:28

Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories

Resource category

Articles and Special Issues

Author(s)

Gilligan, M. R.; Verity, P. G.; Cook, C. B.; Cook, S. B.; Booth, M. G.; Frischer, M. E.

Gilligan, M. R., Verity, P. G., Cook, C. B., Cook, S. B., Booth, M. G., & Frischer, M. E. (2007). Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories. Journal of Geoscience Education, 55(6), 531-540. DOI: 10.5408/1089-9995-55.6.531

Historically Black Colleges and Universities (HBCUs) attract, retain and award science degrees to African Americans at a higher rate than majority institutions. Because they offer life-changing and career-orienting experiences for students, field stations and marine laboratories are well positioned to help increase the number of students opting for science, technology, engineering and mathematics (STEM) careers and ocean science and education careers, in particular. Two kinds of partnerships have developed between Savannah State University (SSU), an HBCU, and marine laboratories as a result of federal funding: a Research Experiences for Undergraduates (REU) program between SSU and the Harbor Branch Oceanographic Institution, and an internship/graduate program between SSU and the Skidaway Institute of Oceanography. These collaborations and other funded projects since 1998 have resulted in an increase in the percent of graduates from SSU's Bachelor of Science in Marine Science degree who had a significant research experience from 25% before 1999 to 66% percent afterwards and an increase in the number graduating with honors from 30% prior to 1999 to 41% after 1999.The growth and productivity of marine science degree and research experience programs at Savannah State University illustrates how collaboration and partnerships can be an effective way to increase access and eventually pay big dividends by increasing diversity in geoscience professions.

Resource URL

https://doi.org/10.5408/1089-9995-55.6.531

GOLD Resource Tags

minorities

diversity

access

internship experience

research experience

A total of 117 resources are listed below.

Articles and Special Issues

A Call for a New Geoscience Education Research Agenda

A Decade of Lessons Learned

A Field-Based Approach To Teach Geoscience: A Study With Secondary Students

A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY

A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities

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

A phenomenographic approach to investigating students’ conceptions of geoscience as an academic discipline

A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students

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

A recipe for change: Creating a more inclusive academy

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

Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices

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

Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip

Affective Domain and Student Learning in the Geosciences

Alternative diversity management: Organizational practices fostering ethnic equality at work

An Earth Hazards Camp to Encourage Minority Participation in the Geosciences

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

An Effective Model for Enhancing Underrepresented Minority Participation and Success in Geoscience Undergraduate Research

An Introduction to Historical Perspectives on and Modern Approaches to Field Geology Education

Assessing Learning Outcomes Related to Geospatial Science Using Students’ Deliverables

Assessing the Impact of Geoscience Laboratories on Student Learning: Who Benefits from Introductory Labs?

Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self- efficacy

BEST Practices for Broadening Participation in the Geosciences: Strategies from the UCAR Significant Opportunities in Atmospheric Research and Science (SOARS®) Program

Best Practices or Best Guesses? Assessing the Efficacy of Corporate Affirmative Action and Diversity Policies

Bilingual science communication: A call for a geoscience community of practice

Broadening Diversity in the Geosciences Through Teacher–Student Workshops That Emphasize Community-Based Research Projects

Broadening Participation in the Earth Sciences

Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories

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

Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender

Conceptual Understanding of Geological Concepts by Students With Visual Impairements

Counting tectonic plates: A mixed-methods study of college students’ conceptions of plates and boundaries

Creating Pathways Toward Geoscience Education for Native American Youth: The Importance of Cultural Relevance and Self-Concept

Critical Experiences for Field Geologists: Emergent Themes in Interest Development

Decadal review: How gender and race of geoscientists are portrayed in physical geology textbooks

Designing a mixed-methods research instrument and scoring rubric to investigate individuals’ conceptions of plate tectonics

Developing a process model for visual penetrative ability

Developing Student Interest: An Overview of the Research and Implications for Geoscience Education Research and Teaching Practice

Diversity in the Geosciences and Successful Strategies for Increasing Diversity

Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

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

Effectiveness of Geosciences Exploration Summer Program (GeoX) for Increasing Awareness and Knowledge of Geosciences

Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences

Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place- Based Curriculum

Enhancing Diversity in the Geosciences through Providing HBCU Science Majors Training in Natural History Interpretation and Teaching Experiences in Predominantly African-American Communities

Enhancing Geoscience Education Within a Minority-Serving Preservice Teacher Population

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

Geobiological opportunities to learn at U.S. fossil parks

Geological Fieldwork: A Study Carried Out With Portuguese Secondary School Students

Geosciences Awareness Program: A Program for Broadening Participation of Students in Geosciences

How explicit is the cognitive science foundation of geoscience education research? A study of syntactical units in JGE articles

How Gender and Race of Geologists are Portrayed in Physical Geology Textbooks

Increasing Diversity in the Geosciences: Recruitment Programs and Student Self-Efficacy

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

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

Integrating Critical Thinking About Values Into an Introductory Geoscience Course

Introducing the Geosciences to Alaska Natives via the Rural Alaska Honors Institute (RAHI)

Introductory Geological Mapwork—An Active Learning Classroom

Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations

Learning in Earth and space science: a review of conceptual change instructional approaches

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

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

Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

Mentoring, Social Capital, and Diversity in Earth System Science

No Progress on Diversity in 40 Years

Not Just “Rocks for Jocks”: Who Are Introductory Geology Students and Why Are They Here?

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

Nurturing Diversity in STEM Fields Through Geography: The Past, the Present and the Future

Place-Based Geosciences Courses in a Diverse Urban College: Lessons Learned

Predicting Performance in an Advanced Undergraduate Geological Field Camp Experience

Problem-Based Learning Approaches in Meteorology

Professionally held perceptions about the accessibility of the geosciences

Promoting the Geosciences Among Grades 8–12 Minority Students in the Urban Coastal Environment of New York City

Qualitative methods applied in the development of an introductory oceanography concept inventory survey

Queer in STEM: Workplace Experiences Reported in a National Survey of LBGTQA Individuals in Science, Technology, Engineering, and Mathematics Careers

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

Recruiting and Graduating Minority Geoscientists from the University of New Orleans

Role of the Faculty Mentor in an Undergraduate Research Experience

Schoolyard Geology as a Bridge Between Urban Thinkers and the Natural World

Science in the Mountains: A Unique Research Experience to Enhance Diversity in the Geosciences

Sharing the Land: Attracting Native American Students to the Geosciences

Social Learning Theories—An Important Design Consideration for Geoscience Fieldwork

Student interpretation of a global elevation map: What it is, how it was made, and what it is useful for

Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving

Student-Designed Mapping Project as Part of a Geology Field Camp

Teachers' Geoscience Career Knowledge and Implications for Enhancing Diversity in the Geosciences

Teaching for Earth Resilience: A Strategy for Increased Diversity and Equity

Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introductory Geology Courses

Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study

The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento

The Geoscience Pipeline: A Conceptual Framework

The Howard University Program in Atmospheric Sciences (HUPAS): A Program Exemplifying Diversity and Opportunity

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course

Understanding Perceptions of the Geosciences Among Minority and Nonminority Undergraduate Students

Using big data to engage undergraduate students in authentic science

Using Problem-Based Learning to Deliver a More Authentic Experience in Paleontology

Using the Lens of Social Capital to Understand Diversity in the Earth System Sciences Workforce

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

What college-level students think: Student alternate conceptions and their cognitive models of geoscience concepts

When there isn't a right answer: Interpretation and reasoning, key skills for twenty‐first century geoscience

Where Are You From? Writing Toward Science Literacy by Connecting Culture, Person, and Place

Websites and Other Links

Becoming a Geologist - Identity negotiations among first year geology students

Blogs and Editorials

Education and Training of Geologists; Is Field Camp Still Relevant?

Geoscientists’ perceptions of the value of undergraduate field education

How Can We Fix the Lack of Diversity in Geosciences?

Impact of inclusive field trips

Increasing Diversity in Geosciences

LGBT and a Scientist

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.

Moving Forward: Overcoming Our Ideas About Disability in the Geosciences

Moving the Needle on Diversity in the Geosciences

Outreach Events Engage Queer and Transgender Youth in STEM

Real Men Might Get Made Fun Of

Why Don't the Geosciences Have More Diversity?

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 the geosciences.

Books

Geoscience Research and Education: University Teaching

Geoscience Research and Outreach: Schools and Public Engagement

Sharing the Land: Attracting Native American Students to the Geosciences

thallmark — Sun, 19 May 2019 05:00:37 +0000

Sharing the Land: Attracting Native American Students to the Geosciences thallmark Sat, 05/18/2019 - 23:00

Sharing the Land: Attracting Native American Students to the Geosciences

Resource category

Articles and Special Issues

Author(s)

Riggs, E. M.; Robbins, E.; Darner, R.

Riggs, E. M., Robbins, E., & Darner, R. (2007). Sharing the Land: Attracting Native American Students to the Geosciences. Journal of Geoscience Education, 55(6), 478-485. DOI: 10.5408/1089-9995-55.6.478

Native American reservation communities nationwide exercise sovereign control over natural resources and land-use within reservation boundaries. With the recent rapid economic growth of many of these communities, development pressures and infrastructure issues have become a foremost concern. Despite the clear need for geoscience professionals on reservations and the deep cultural connection many American Indian cultures have with the Earth, Native American students remain poorly represented in the earth sciences. The Indigenous Earth Sciences Project is an effort based at Purdue University designed to address this problem systemically by providing local, culturally-responsive avenues for success for college-bound American Indian students in the geosciences in partnership with regional universities. The Sharing the Land program is a partnership between Purdue and colleges and universities in the San Diego region, providing on-reservation education to environmental managers who often lack geoscientific expertise, and a portion of the Young Native Scholars residential summer college bridge program for area high school students. The program also reaches younger children through the Explorers Club outdoor education program. We have also constructed an internship program in tribal environmental offices for Native high school and college students. This far-reaching project provides the minimum level of support to create a truly integrated pathway for Native American students to gain geoscience degrees. Native-focused programs must have full community participation at all levels to succeed, and must provide authentic work experience to make the earth sciences relevant for students. Involvement of Native educators and elders is also critical to ensure cultural connection and continuity. This article outlines the entire STL program, strategies for replication elsewhere, and highlight research opportunities in cross-cultural science education.

Resource URL

https://doi.org/10.5408/1089-9995-55.6.478

GOLD Resource Tags

indigeneity

internship experience

access

A total of 117 resources are listed below.

Articles and Special Issues

A Call for a New Geoscience Education Research Agenda

A Decade of Lessons Learned

A Field-Based Approach To Teach Geoscience: A Study With Secondary Students

A Multifaceted Outreach Model for Enhancing Diversity in the Geosciences in Buffalo, NY

A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities

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

A phenomenographic approach to investigating students’ conceptions of geoscience as an academic discipline

A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students

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

A recipe for change: Creating a more inclusive academy

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

Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices

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

Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip

Affective Domain and Student Learning in the Geosciences

Alternative diversity management: Organizational practices fostering ethnic equality at work

An Earth Hazards Camp to Encourage Minority Participation in the Geosciences

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

An Effective Model for Enhancing Underrepresented Minority Participation and Success in Geoscience Undergraduate Research

An Introduction to Historical Perspectives on and Modern Approaches to Field Geology Education

Assessing Learning Outcomes Related to Geospatial Science Using Students’ Deliverables

Assessing the Impact of Geoscience Laboratories on Student Learning: Who Benefits from Introductory Labs?

Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self- efficacy

BEST Practices for Broadening Participation in the Geosciences: Strategies from the UCAR Significant Opportunities in Atmospheric Research and Science (SOARS®) Program

Best Practices or Best Guesses? Assessing the Efficacy of Corporate Affirmative Action and Diversity Policies

Bilingual science communication: A call for a geoscience community of practice

Broadening Diversity in the Geosciences Through Teacher–Student Workshops That Emphasize Community-Based Research Projects

Broadening Participation in the Earth Sciences

Building a Diverse and Innovative Ocean Workforce through Collaboration and Partnerships that Integrate Research and Education: HBCUs and Marine Laboratories

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

Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender

Conceptual Understanding of Geological Concepts by Students With Visual Impairements

Counting tectonic plates: A mixed-methods study of college students’ conceptions of plates and boundaries

Creating Pathways Toward Geoscience Education for Native American Youth: The Importance of Cultural Relevance and Self-Concept

Critical Experiences for Field Geologists: Emergent Themes in Interest Development

Decadal review: How gender and race of geoscientists are portrayed in physical geology textbooks

Designing a mixed-methods research instrument and scoring rubric to investigate individuals’ conceptions of plate tectonics

Developing a process model for visual penetrative ability

Developing Student Interest: An Overview of the Research and Implications for Geoscience Education Research and Teaching Practice

Diversity in the Geosciences and Successful Strategies for Increasing Diversity

Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

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

Effectiveness of Geosciences Exploration Summer Program (GeoX) for Increasing Awareness and Knowledge of Geosciences

Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences

Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place- Based Curriculum

Enhancing Diversity in the Geosciences through Providing HBCU Science Majors Training in Natural History Interpretation and Teaching Experiences in Predominantly African-American Communities

Enhancing Geoscience Education Within a Minority-Serving Preservice Teacher Population

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

Geobiological opportunities to learn at U.S. fossil parks

Geological Fieldwork: A Study Carried Out With Portuguese Secondary School Students

Geosciences Awareness Program: A Program for Broadening Participation of Students in Geosciences

How explicit is the cognitive science foundation of geoscience education research? A study of syntactical units in JGE articles

How Gender and Race of Geologists are Portrayed in Physical Geology Textbooks

Increasing Diversity in the Geosciences: Recruitment Programs and Student Self-Efficacy

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

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

Integrating Critical Thinking About Values Into an Introductory Geoscience Course

Introducing the Geosciences to Alaska Natives via the Rural Alaska Honors Institute (RAHI)

Introductory Geological Mapwork—An Active Learning Classroom

Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations

Learning in Earth and space science: a review of conceptual change instructional approaches

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

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

Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

Mentoring, Social Capital, and Diversity in Earth System Science

No Progress on Diversity in 40 Years

Not Just “Rocks for Jocks”: Who Are Introductory Geology Students and Why Are They Here?

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

Nurturing Diversity in STEM Fields Through Geography: The Past, the Present and the Future

Place-Based Geosciences Courses in a Diverse Urban College: Lessons Learned

Predicting Performance in an Advanced Undergraduate Geological Field Camp Experience

Problem-Based Learning Approaches in Meteorology

Professionally held perceptions about the accessibility of the geosciences

Promoting the Geosciences Among Grades 8–12 Minority Students in the Urban Coastal Environment of New York City

Qualitative methods applied in the development of an introductory oceanography concept inventory survey

Queer in STEM: Workplace Experiences Reported in a National Survey of LBGTQA Individuals in Science, Technology, Engineering, and Mathematics Careers

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

Recruiting and Graduating Minority Geoscientists from the University of New Orleans

Role of the Faculty Mentor in an Undergraduate Research Experience

Schoolyard Geology as a Bridge Between Urban Thinkers and the Natural World

Science in the Mountains: A Unique Research Experience to Enhance Diversity in the Geosciences

Sharing the Land: Attracting Native American Students to the Geosciences

Social Learning Theories—An Important Design Consideration for Geoscience Fieldwork

Student interpretation of a global elevation map: What it is, how it was made, and what it is useful for

Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving

Student-Designed Mapping Project as Part of a Geology Field Camp

Teachers' Geoscience Career Knowledge and Implications for Enhancing Diversity in the Geosciences

Teaching for Earth Resilience: A Strategy for Increased Diversity and Equity

Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-based Introductory Geology Courses

Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study

The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento

The Geoscience Pipeline: A Conceptual Framework

The Howard University Program in Atmospheric Sciences (HUPAS): A Program Exemplifying Diversity and Opportunity

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course

Understanding Perceptions of the Geosciences Among Minority and Nonminority Undergraduate Students

Using big data to engage undergraduate students in authentic science

Using Problem-Based Learning to Deliver a More Authentic Experience in Paleontology

Using the Lens of Social Capital to Understand Diversity in the Earth System Sciences Workforce

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

What college-level students think: Student alternate conceptions and their cognitive models of geoscience concepts

When there isn't a right answer: Interpretation and reasoning, key skills for twenty‐first century geoscience

Where Are You From? Writing Toward Science Literacy by Connecting Culture, Person, and Place

Websites and Other Links

Becoming a Geologist - Identity negotiations among first year geology students

Blogs and Editorials

Education and Training of Geologists; Is Field Camp Still Relevant?

Geoscientists’ perceptions of the value of undergraduate field education

How Can We Fix the Lack of Diversity in Geosciences?

Impact of inclusive field trips

Increasing Diversity in Geosciences

LGBT and a Scientist

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.

Moving Forward: Overcoming Our Ideas About Disability in the Geosciences

Moving the Needle on Diversity in the Geosciences

Outreach Events Engage Queer and Transgender Youth in STEM

Real Men Might Get Made Fun Of

Why Don't the Geosciences Have More Diversity?

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 the geosciences.

Books

Geoscience Research and Education: University Teaching

Geoscience Research and Outreach: Schools and Public Engagement