1. Attracting Diverse Students to Your Geoscience Program and Helping Them Thrive
The four of us developed this session together with help from Rachel Beane.
Credits to Rachel Beane, Bowdoin College, Jan Hodder, University of Oregon, Heather Macdonald, College of William & Mary, John McDaris, SERC and Carol Ormand, SERC.
This work is supported by the National Science Foundation through grants , , &

2. Overview of session GOALS OF SESSION
Present data on issues of broadening participation
Discuss how to reach and attract students to the geosciences
Explore strategies to help students thrive
Develop ideas for implementation
FORMAT
Consider diversity and issues of access and inclusion using a set of scenarios
Table discussions on attracting diverse students to the geosciences
Short presentation
Gallery walk - Strategies
Implementation of strategies in your courses and programs
We are focusing on how to increase the representation of underrepresented students in the geosciences -- one of the goals of the SAGE 2YC project.

3. Scenarios PART 1 Individually read the scenario (think/write)
Then discuss as a table
Guiding question for discussion
Identify the underlying issues of access or inclusion outlined in your scenario and make a list of the issues
Avoid identifying solutions at this time
PART 2
Present scenario to the whole room.
Summarize the issues raised by the scenario.
Others are invited to add key points.
Repeat with other scenario

4. What are strategies to attract students to the geosciences?
Think/write for a few minutes
Discuss at your table

5. BS degrees awarded by race/ethnicity 2012
Race or Ethnicity
% of population
Ocean Science BS degrees (%)
Earth Science BS degrees (%)
White 63 80 82
Hispanic 17
5.8
5.7
Black
12.3
2.7
2.0
Asian/Pacific Islander
5.2
7.2
3.3
American Indian/ Alaska Native
0.7
0.9
Why do we care about broadening participation in the geosciences? Numerous reasons – because geoscience can lead to a really rewarding career path; we would like more students to be science literate; we need to move the geoscience workforce towards looking more like the nation as a whole – this is a major emphasis of the NSF and other funding agencies.
These data show that most non-white people in the US are disproportionately underrepresented in geoscience fields.

6. BS degrees awarded by race/ethnicity 2012
TREND IN POPULATION CHANGE IN US IN NEXT DECADES
Race or Ethnicity
% of population
Ocean Science BS degrees (%)
Earth Science BS degrees (%)
White 63 80 82
Hispanic 17
5.8
5.7
Black
12.3
2.7
2.0
Asian/Pacific Islander
5.2
7.2
3.3
American Indian/ Alaska Native
0.7
0.9
In the next decades we will see these types of changes in the % of the US population. Increases in the % of the population that is not White. So unless we do something about increasing the number of underrepresented individuals in our fields their underrepresentation will only get worse.
If we think more broadly about this fact, in order for geoscience to be seen as a credible source of expertise in so many real world situations, we need to have geoscientists who reflect the communities that are impacted by those situations.

7. Six-Year Outcomes and First Completion for Students Who Started at Two-Year Public Institutions in 2010 by Race and Ethnicity (N=1,089,776)*
If we drill down to data specific to two year institutions, separated by race, we can see what has happened to students who entered a two-year institution in 2010, measured six years later - information from the National Student Clearinghouse Research Center.
Focus on the red bars – they show the % of students of different races that entered college in 2010 that have completed a two or four year degree in any subject.
What this tells me is that although we have made great strides in closing the education gap, disparities in higher education still exist. Our nation is changing, and our higher education institutions need to reflect this diversity.
It also reminds me that for many statistical purposes we are asked to categorize ourselves into some very discrete bins – white, black, asian, hispanic. But increasingly those bins do not always reflect how a person identifies themselves. According to the Pew Research Center 10% of American children are of mixed race and the number of mixed-race Americans is increasing three times faster than the population of the United States as a whole. In Hawaii 1 in 4 people identify themselves as mixed race.
Red bars show the % of students who entered college in 2010 who have completed a two or four year degree in any subject.
Shapiro, D., Dundar, A., Huie, F., Wakhungu, P., Yuan, X., Nathan, A & Hwang, Y., A. (2017, April). Completing College: A National View of Student Attainment Rates by Race and Ethnicity – Fall 2010 Cohort (Signature Report No. 12b). Herndon, VA: National Student Clearinghouse Research Center.

8. What do we mean by diversity?
The term is derived from its Latin root, "diversus," which translates, quite simply, to mean "various."
Common definition used by many 2YCs and 4YC/Us:
“It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.”
What do we mean by diversity?
Literally it means various
Most colleges have a definition of how they see diversity somewhere on their web page. This is by far the most common one but there are many slightly different renditions.
What kinds of diversity do you see in your institution are not included in this definition? For example, first generation college students, veteran/military status, ….
What kinds of diversity do you see in your institution that are not included in this definition?

9. Why do we care about diversity in the classroom and our programs?
RESEARCH SHOWS:
All students benefit by being educated about the diverse world in which they live.
It’s in our national interest to invest in our future workforce.
Diversity enhances science – heterogeneous groups are more creative.
A diverse student body produces better educated graduates with more highly developed cognitive abilities, interpersonal skills, and leadership abilities.
In order for geoscience to be seen as a credible source of expertise it needs to reflect the community to which it is providing information.
References:
“Chapter 4: Diversity” in Scientific Teaching by Jo Handelsman, Sarah Miller and Christine Pfund p. W. H. Freeman and Company: New York.
Why Focus on Diversity:

10. Why do we care about diversity in the classroom and our programs?
In a study conducted by Moss-Racusin et al. (2012), 127 professors evaluated student candidates for a lab manager position. The application files were identical except for the name of the candidate.
Professors scored John a 4.0 for competence and Jennifer 3.3 (out of a possible 7 points).
John was viewed more favorably as someone to hire.
The average starting salary the professors recommended offering: John $30,328; Jennifer $26,508.
The researchers found no correlation between bias and the professors’ sex, age, or science teaching field.
Note that both male and female faculty members showed bias in their evaluations of the candidates, and to the same extent.
The unconscious or implicit bias that this demonstrates is currently an active research and discussion topic in academia.
Reference: Moss-Racusin et al. (2012) Science faculty’s subtle gender biases favor male students. Proc. National Academy of Sciences 109:

11. Supporting the Success of All Students: Broadening Participation of Groups Underrepresented in the Geosciences:
Diversity is the representation of all our varied identities and differences—collectively and as individuals.
Equity seeks to ensure fair treatment, equality of opportunity, and parity in access to information and resources for all.
Inclusion builds a culture of belonging by actively inviting the contribution and participation of all people.
Ford Foundation
Verna Myers: “Diversity is being asked to the party. Inclusion is being asked to dance.”

12. Attracting students and helping them thrive
How do we consider diversity in choosing teaching methods, course content, and assessments to optimize learning for all of our students? What can we do to promote inclusive, equitable teaching?
How do bias, assumptions, White privilege, and stereotype threat influence learning and performance in our courses and programs and what can we do about it?
As we look at the research on this topic, do generalizations about groups influence how we make assumptions about people because of their group affiliation?
Lets move to the hard part – what do we do as educators to welcome diversity. As we move through this session we should keep these types of questions in mind as we consider the strategies that can help us make our education efforts be more inclusive and equitable.

13. What questions do you have?
Gallery tour - Exploring topics and strategies
Five posters/ poster set – General topic and a more focused topic
Count off 1-5 and go to the poster
What resonates with you?
What have you tried?
What questions do you have?

14. Reflecting on our instructional choices
What choices do we make as educators?
Who might our choices exclude?
What will we change?

15. Action planning
How might you and your program/department reach and attract students to the geosciences?
What barriers to participation might you be able to remove?
•What strategies might you use to help students thrive?