Incorporation of Indigenous Knowledges into Higher Education Earth Science Courses
Stephanie Erickson, University of Minnesota-Twin Cities; Amanda Patsis, University of Minnesota-Twin Cities
This poster highlights Diversity, Equity, Inclusion, and Belonging (DEIB) work occurring at the University of Minnesota's Department of Earth and Environmental Science (ESCI). Using the framework for ...

A Beginners Guide to Universal Design and Modifications in the Classroom: A Professional Development Activity for All
Lauren Neitzke-Adamo, Rutgers University-New Brunswick; Jaime Sarcona, Rutgers University-New Brunswick; Daana Kamal, Rutgers University-New Brunswick; Christina Bifulco, Rutgers University-New Brunswick
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 ...

Spotlights and Stories: Improving representation and engagement of diverse individuals in introductory geoscience courses
Katy Sparrow, Georgia State University; Christy Visaggi, Georgia State University
"Spotlights and Stories" is a new initiative for introductory geoscience courses led by four faculty in the Department of Geosciences at Georgia State University (GSU). Through this easily adoptable ...

Earth's climate system
Rondi Davies, CUNY Queensborough Community College
An exploration of Earth's climate system was created for a physical geology laboratory class at an urban community college in New York City. At the outset, students engage with a phenomenon-based exploration ...

Exploration of environmental perspectives in Miami through document analysis: A building block towards supporting place-based learning
oriana Calagna, Florida International University; Kathy Quardokus Fisher, University of Notre Dame
The study represents a deep dive into Miami's environmental landscape through a qualitative analysis of key documents. Its primary objective is to uncover pressing environmental concerns to inform the ...

Expanding Pathways to Geoscience: Equity-Focused Virtual Field Experiences for Indigenous Student Success in Earth Sciences
Eric Chaides, Arizona State University at the Tempe Campus; Darryl Reano, Arizona State University at the Tempe Campus; Ryssa Keeto, Arizona State University at the Tempe Campus; Kush Tandon, Arizona State University at the Tempe Campus
Utilizing Infiniscope's browser-based platform, Tour It and a Theta 360 degree camera, we are creating virtual field experiences (VFEs) that integrate place-based learning tools and equity frameworks, such as ...

Geology, Society, and Justice: An undergraduate and graduate level place-based geoscience class to recenter land justice in geoscience education
Cameron Reed, University of New Mexico-Main Campus; Lindsay Worthington, University of New Mexico-Main Campus; Steven Semken, Arizona State University at the Tempe Campus; Jennifer Richter, Arizona State University at the Tempe Campus
Geoscience education has long been guided by formulaic objective truth-seeking and methodologies inherited from centuries of practice rooted in the Western worldview that continues to permeate and shape the role of ...

A Bridge to Marine Geosciences: A Learning Community for College Transfer Students
Mikelle Nuwer, University of Washington-Seattle Campus; Jose M. Guzman, University of Washington-Seattle Campus; Jane Dolliver, University of Washington-Seattle Campus; LuAnne Thompon, University of Washington-Seattle Campus; Kerry A Naish, University of Washington-Seattle Campus
To address the issue of underrepresentation of historically excluded groups (HEG) working in STEM occupations, we developed GEODUC - "Geoscience Education, Oceanographic Discovery, Undergraduate ...

Making An Impact: Exploring Perceptions of 'Making' within Underrepresented Student Groups in Geoscience
Cameron McClellan, University of North Carolina at Chapel Hill; Bryant Hutson, University of North Carolina at Chapel Hill; Megan Plenge, University of North Carolina at Chapel Hill
'Making' in STEM education promotes project-based learning and engineering design, encourages creativity, and, in some cases, can increase the engagement of marginalized students. Our research examines ...

Field notes from the geoscience classroom by the June 2023 & January 2024 NAGT Outstanding Teaching Assistants
Sinjini Sinha, The University of Texas at Austin; Lauren Burns, University of North Carolina at Charlotte; Emma McCully, Boise State University; Amadi Afua Sefah-Twerefour, University of South Carolina-Columbia
Teaching assistants (TAs) provide an important source of connection for undergraduate students, helping them master content, become more confident as scientists, and develop a wide array of skills. NAGT annually ...