1. Mentoring to Strengthen the 2-Yr to 4-Yr Pipeline of Geology Students Diane Doser University of Texas at El Paso Joshua I. Villalobos El Paso Community College

2. Motivation Only 5.1% BS in earth, atmospheric or ocean sciences in 2010 earned by Hispanic students Minimal increase from 3.1% in 2000 Only 4.1% professional geoscientists are Hispanic Workforce expected to grow by 18% by 2018

3. Effective strategies for increasing diversity in geosciences (Huntoon and Lane 2007) Highlight relevance to solving societal problems, high paying jobs in field Develop cross institutional partnerships Develop mentoring relationships Provide financial assistance

4. Why mentoring? Could be implemented at both institutions No additional monetary costs for implementation Allowed for more personal relationships to form between institutions Shown to increase retention and participation of minority students in STEM

5. Background El Paso Community College (EPCC) 29,000+ students (2013) 85% Hispanic Over 130 programs of study Geological Sciences A.S. 6 campuses University of Texas at El Paso (UTEP) 23,000+students (2013) 77% Hispanic Geological Sciences B.S, M.S., Ph.D. Environmental Sciences B.S., M.S.

6. Why target 2-YCs? Attractive low-cost option for many El Paso students Most complete university core at El Paso Community College (EPCC) before transfer Geology and environmental science part of core (~1500 freshman/year)

7. Barriers to geoscience majors Few high schools offer geoscience courses Lack of foundational courses in math and science at high school level Know little about job opportunities Minimal support from family/friends

8. First step to increasing majors 2004 – A.S. degree in geoscience at EPCC Degree plan and articulation agreement with UTEP BUT no increase in majors between 2004 and 2007 Over 130 other A.S. degrees to choose from

9. Step 2 2008-2009 pilot program for paid research projects Funded by Western Alliance for Expanding Student Opportunities (WAESO) Helped to establish limitations, goals, guidelines for how to conduct research at EPCC Projects ranged from $3000-$5000, 1 to 2 semesters of research Focused on small field research projects

10. Examples

11. Enter mentoring EPCC students connected with UTEP faculty and student research team Introductory meeting at UTEP Follow-up with field or laboratory meetings every 1-2 weeks EPCC students saw they were as capable at UTEP students Began to share experiences with fellow EPCC students

12. Other requirements: Communication skills at research meetings Abstracts Presentations at local research symposia

13. Tinkering with model Created field methods course at EPCC Added research elective Both classes accepted for transfer credit by UTEP

14. Results

15. Scaling Up NSF grant in 2011 for Student Opportunity for Learning Advanced Research In geoScience (SOLARIS) Paid research ($1000/semester) for 10 EPCC students/year Small stipends for UTEP student mentors Release time for EPCC faculty UTEP faculty get small research budgets Funding for student travel Advertising!

18. 11 graduates (2012-2013), 79 majors (Sp-F 2013)

19. Barriers to success for students Costs: tuition, transportation Scholastic demands Time Solution: First semester orientation at UTEP?

20. Success for students Cohort attends UTEP together Feel they are better prepared than some UTEP students, UTEP students seek their advice Research experience makes them eligible for internships and other funding

21. Barriers to success for faculty At EPCC: Time (advising, mentoring, field work, travel) Administrative buy-in Lack of awareness of program (counselors) Need to insure students complete A.S. (5 every 2 years)

22. Barriers to success for faculty At UTEP: Time (advising, mentoring) Have administrative buy-in

23. What it takes for success: Initiating communication between institutions is hardest step 2-YC have diverse and eager students 4-YC have equipment, facilities, institutional support 4-YC must understand needs, backgrounds and potential of 2-YC faculty and students Must focus on completion of both A.S. and B.S. degrees

24. Why is it important? 50% of minority students enrolled in higher education started at a 2-YC 78% of Texas undergraduates completing a 4 year degree take at least some classes at 2-YC As cost of higher education grows, 2-YC are more affordable Easing the 2-YC to 4-YC transition is critical

26. A five-year community effort to improve geoscience literacy and build a workforce prepared to tackle environmental and resource issues http://serc.carleton.edu/integrate