National Girls Collaborative Project
The vision of the NGCP is to bring together organizations throughout the United States that are committed to informing and encouraging girls to pursue careers in science, technology, engineering, and mathematics (STEM). The goals of NGCP are to maximize access to shared resources within projects, and with public and private sector organizations and institutions interested in expanding girls' participation in STEM.

NCAR/UCAR
NCAR/UCAR is interested in being a program partner and would represent the atmospheric sciences in this effort. NCAR E&O can lend its expertise in faculty support, graduate student and postdoc support and general diversity work. Rising Voices program facilitates cross-cultural approaches for adaptation solutions to extreme weather and climate events, climate variability and climate change. SOARS' expertise is in student pathways and mentoring, as well as support of early-career faculty from diverse backgrounds through the Sparks for Change program.

Southern California Earthquake Center (SCEC)
SCEC coordinates research on earthquake science at more than 70 research institutions nationwide. SCEC leads California's Earthquake Country Alliance (ECA), a public-private partnership that created the Great California ShakeOut. With support from FEMA, SCEC has expanded ShakeOut across the country and worldwide (43.5 million participants in 2015). SCEC/ECA coordinate the EPIcenter (Education and Public Information Center) Network of museums, parks, and other venues that host ShakeOut activities, develop educational materials, and share best practices. SCEC also provides educator professional development, installs Quake Catcher Network (QCN) sensors in schools and museums, develops curricular resources, and coordinates two undergraduate intern programs with more than 30 students each summer.

International Association for Geoscience Diversity (IAGD)
The IAGD is a global network of higher education faculty, staff and students, geoscience industry representatives, disabilities education researchers and anyone interested in fostering accessible science. Our goal is to provide training and support to promote inclusive communities of research, instruction, and active engagement for students, faculty, and geoscience practitioners with disabilities. The IAGD has led the development and implementation of accessible and inclusively-designed classroom and field-based instructional strategies that minimize the barriers to full participation for persons with disabilities.

University of Texas El Paso Geological Sciences Department
We have had a number of National Science Foundation grants that target underserved students, from K-12, undergraduates here and in community college, to graduate students. We believe this strength can serve as a foundation to help build a southwest geoscience alliance that is aligned with the larger INCLUDES mission.

Thriving Earth Exchange
Our program connects community leaders and scientists and helps them work together to advance local priorities using Earth and space science. Projects range from helping neighborhood groups in Denver, CO measure and mitigate dangerous environmental chemicals to helping the sustainability manager in Chelsea, MA evaluate strategies to protect residents from extreme heat. A few key things about us: we begin by understanding the broad range of community priorities and looking for the places geoscience can advance those priorities; our definition of science is expansive, and includes science education, application, citizen science and science policy as well as research. For us, community means anything from a neighborhood to a region, or even a community of professionals tackling similar issues in many places. Community leaders can be decision-makers, policy-makers, and citizen-leaders, really anyone who is engaged in making their community (however defined) better.

InTeGrate
InTeGrate is funded by a 5-year STEP Center grant from the National Science Foundation. The program supports the teaching of geoscience in the context of societal issues both within geoscience courses and across the undergraduate curriculum. Our goal is to develop a citizenry and workforce that can address environmental and resource issues facing our society.

OnRamps Geoscience
The University of Texas offers a Geoscience dual enrollment course through the OnRamps program. Using a hybrid delivery approach, students meet rigorous university-level college readiness standards and have the opportunity to earn UT Austin credit from a faculty member in the Jackson School of Geosciences and high school credit from their local teacher. OnRamps incorporates an organized data and action analytics approach to support students, teachers, and districts in their pursuit of educational excellence. The course uses reviewed, tested curriculum resources available from SERC, IRIS, and other trustworthy providers.

GeoCAT
The GeoCAT (Geoscience Career Ambassador Training) project is focused on introducing and familiarizing educators (teachers, advisors, 4-H volunteers) of Minority Serving Institutions/counties in Kansas with various career opportunities of Geosciences. The project is in partnership with the K-State Geology advisory Council.

GeoFORCE/ STEMForce
GeoFORCE is a weeklong field learning summer program for high school students administered by Jackson School of Geosciences that aims to increase the number and diversity of future geoscientists so that they may address the most pressing challenges of the 21st century—energy, water, climate mitigation, and geohazards. The program is sponsored by a consortium of industry partners. Students remain in the program during their four years of high school and each summer go on field trips throughout the United States. Taught by university faculty, research scientists, area educators and mentored by professional geologists from the industry partners, the trips engage and empower the students by exposing them to places and experiences different from their home and school environment. At the conclusion of their fourth year in the program students have (a) an increased awareness of the importance of geoscience knowledge and the role that geoscientists play in addressing geoscience-related issues; and (b) view the geosciences as a viable career path.