The Atmospheric Sciences program at the University of Georgia has demonstrated success at attracting and retaining a diverse and inclusive student population. For example, our program ranks third-highest in the nation in the percentage of women receiving undergraduate certificates/degrees in the atmospheric sciences (56.8%) from 1997 through 2022 (https://clim-var-change.pres2ip.com/nationwide-atmospheric-science-and-meteorology-degree-analysis/). However, we are always seeking further improvement, at the flagship university in a state whose population is close to 50% non-white. Inspired by the groundbreaking book and Oscar Best Picture nominee "Hidden Figures," we have created and teach a course at the University of Georgia that examines the foundational contributions of African-American, Asian-American, Hispanic-American and Native American scientists in our discipline. In addition, the key roles of women, the LGBTQ community, people with physical disabilities, and neurodiverse people in the atmospheric sciences are also highlighted in this course. This course is believed to be the first of its kind and offers a template for addressing diversity and inclusion in the geosciences and beyond. The course employs traditional (lectures, readings, essays) and non-traditional (co-production of knowledge, flipped classrooms, Zoom guest lectures by atmospheric scientists from historically underrepresented groups, video projects) pedagogical approaches. The course satisfies the University of Georgia's college of arts and sciences Multicultural requirement within our undergraduate program of study. In this presentation we describe the origin, execution, and lessons learned from two iterations of this course.

The Water Research, Assessment, and Networking Ecosystem (WRANE) is an NSF-funded program designed to educate pre-university students and teachers on water-related geoscience topics and increase the exposure of teachers and students to geoscience and STEM fields through the establishment of teacher-led out-of-school-time learning groups at several Oklahoma high-schools and community colleges. The program's goals are threefold: to improve the quality of pre-university geoscience education; to illustrate water geoscience concepts via citizen science research projects; and to increase the number and diversity of students interested in the geosciences. All participants have access to a water geoscience-based online curriculum, activities, and field and lab demonstrations developed by the WRANE PIs. WRANE groups design and execute their own citizen science research project focusing on issues and interests of the students, teachers, and their local community. WRANE PIs support the curriculum and research projects through funding, access to instrumentation, subject matter expertise, and exposure to geoscience professionals in water-related fields. The program is currently in the second year of organized WRANE cohorts, with participating schools located across Oklahoma in rural, urban, and suburban communities. WRANE groups have conducted research projects ranging from the impact of urban runoff on a local creek in Oklahoma City to natural and anthropogenic influences on surface water near the Tar Creek Superfund site. Participants presented projects at science fairs and regional geoscience conferences. Initial findings indicate that participation in the program has increased student interest in STEM fields and careers, and that teachers felt that the WRANE curriculum was beneficial to their professional development and the education of their students. We expect that this program will play a significant role in undergraduate recruitment and outreach activities as well as advancing geoscience and STEM education.

Onshore outreach can be effective in connecting coastal and even in-land communities with scientific ocean drilling expeditions. Pre-expedition networking and reconnoitering can enable ocean-bound outreach officers to learn from members of the local and regional populace and deepen their understanding of the culture. Through formal meetings and casual exchanges, the outreach officer can share details about the expedition's objectives and local relevance. These in-person connections may promote further engagement during the expedition, in the form of virtual tours of the drilling vessel, updates on social media and blog posts. International Ocean Discovery Program Expedition 400 was a two-month ocean drilling expedition aboard the JOIDES Resolution. It took place off the coast of Northwest Greenland in the late summer to early fall of 2023. The primary focus of the investigation was the Greenland Ice Sheet and its past and future impact on and relationship to climate change. Six weeks prior to Expedition 400, the two education outreach officers traveled to Denmark and Greenland to meet with community leaders, while exploring the land, learning about the culture and participating in an annual road race event. Relationships with individuals and agencies were developed and postcards with ship-to-shore broadcast details in both Greenlandic and English were created and shared with contacts in Denmark and Greenland.While connections with Greenland communities was an ongoing effort throughout the expedition, 15% of ship-to-shore tours were with Copenhagen schools, scientists from the Greenland Summit Station attended the virtual open house, and the officers' firsthand observations of Greenland's glacial activity enhanced science communication. In this talk, outreach strategies, practices and outcomes are presented and the lessons learned and tangible benefits are detailed and assessed.

There has been a groundswell of energy in recent years to explore the links between environmental justice and the geosciences, but there is no framework for what geoscientists need to know about environmental justice. It is well known that human systems like politics, race, and gender influence geological processes and the spatial and temporal evolution of geologic systems. It is also true that professional geologists, particularly those who work for the government, will be asked to engage with environmental justice principles as they interact with the public. As such, we believe that environmental justice is an important topic to teach undergraduate geoscience students. In particular, we believe that geoscience students should be exposed to conversations about the influence of race and gender on the practice of science, the complexities of data collection, coverage, and interpretation, the multifaceted history of geology and environmental justice, and the geological implications of environmental justice issues. There are many mechanisms to introduce these concepts into geoscience curricula, and we offer several examples for how to include environmental justice in a way that is consistent with existing geoscience curricula.

The Classroom Inclusivity Series was created by the Office of Teaching Evaluation and Assessment Research and the University Equity and Inclusion Office with the goal of increasing the understanding and use of well-rounded inclusive teaching practices across all classroom settings at Rutgers University. Participation entails attendance in virtual workshops, the completion of personal reflections, and/or creation of shared inclusive content across three main areas of competency. The authors present an activity developed through this program that can be easily adapted across educational settings (K-12, Higher Education, professional development programs, etc.) and taught in either a virtual or in-person setting. This program provides a structured activity and discussion that allows participants to explore concepts such as accommodations, modifications, and universal design in the classroom setting at an introductory level. The aim of this program is not to teach all there is to know about classroom accommodations and modifications, rather it is meant to act as a starting point that will allow participants to reflect on how they can begin to incorporate the ideas into their classroom. Content was created with the assistance of the Office of Disability at Rutgers University and through consultation with students who identify with various disability groups. All materials and teaching guides are available online and through request to the primary author.