Supporting and Advancing Geoscience Education in Two-Year Colleges

Supporting and Advancing Geoscience Education in Two-Year Colleges

Strong undergraduate geoscience education is dependent on effective programs at two-year colleges (2YCs). 2YCs play an increasingly important role in producing earth-science literate citizens, developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, and providing a foundation for broadening participation in the geosciences. This website provides resources to support 2YC geoscience faculty and their programs.

Workforce, Transfer, and Careers

Project Links

Workshop Schedule

Learn about SAGE 2YC professional development workshop opportunities, past, present and future.

About this Project

You can find more information about the project leaders, publications, advisory board, and how to contact us.


Articles and presentations by project staff about our work and results.

Geoscience education at many 2YCs is strongly affected by issues surrounding preparing students for the workforce or to transfer to a four-year school. Many of these issues have local factors which have to be addressed differently at different institutions. These resources give 2YC geoscience faculty tools to help students clear important hurdles and become successful geoscientists: information on possible geoscience careers, perspectives on what employers expect of graduates, examples of programs that help prepare the future geotechnical workforce, ideas for supporting students who want to transfer on to a four-year institution, and more.

Supporting Student Success

Improving student success is an important priority at most 2YCs, but is especially challenging given the wide range of abilities, preparation, and goals of 2YC students. The website will have a range of ideas and information to address supporting particular student populations, including: techniques to support underrepresented minority students, supporting veterans and active military in the 2YC classroom, and strategies to help English language learners be successful.

This work is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1122592, 1122640, 1122660, and 1122737.

Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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