Institutional, Programmatic, Departmental and Faculty Strategies for Broadening Participation in the Geosciences

Systemic changes are needed to facilitate increased participation by students from underrepresented groups in the geosciences. Institutions of higher education and departments must be committed; faculty must have access to professional development in areas such as cultural sensitivity and literacy, and in "best practices" in instruction for all students; systemic reform requires alignment of higher education goals and practices with K-12 education and clear lines of articulation with 2-Year Colleges (2YCs).

Institutional, Programmatic and Departmental Resources

Faculty Professional Development Needs

Effective Instruction by ALL faculty, to promote learning by ALL students

Advice on Mentoring

Cultural Literacy/Competency/Sensitivity

  • Ladson-Billings, G. (1995) But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 160-165.
  • Lee, C. D. (2007) Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind. New York, NY: Teachers College Press.
  • McIntyre, E., Rosebery, A., & Gonzalez, N. (Eds.) (2001) Classroom Diversity: Connecting Curriculum to Students' Lives. Portsmouth, NH: Heinemann.
  • Sanchez-Casal, S. & MacDonald, A. A. (2009) Identity In Education: Future of Minority Studies. New York, NY: Palgrave Macmillan.
  • Develop Cultural Competency -- from InTeGrate.
  • Developing your Cultural Competency: Individual actions to improve the climate for all -- a workshop presented by Gary Weissmann at the 2015 Earth Educators' Rendezvous.

The Critical Role of 2 year Colleges

K-12, Next Generation Science Standards, and Diversity (pre-Baccalaureate)

Cultivate broad participation in the geosciences by engaging colleagues in K-12 classes, promote adoption and use of the Next Generation Science Standards!

  • Diversity for Innovation for the Geosciences

Supporting Systemic and Sustainable Change

How to get "buy-in" and broad application of "best practices" by skeptical colleagues, administrators.....

Evaluating Diversity Programs

  • Measuring Diversity--An Evaluation Guide for STEM Graduate School Leaders -- American Association for the Advancement of Science (2011).
  • Clewell, B.C. & Fortenberry, N. (Eds.), Bramwell, F., Campbell, P.B., Clewell, B.C., Davis, D., Fortenberry, N., García, A., Nelson, D., Thomas, V.G., Stoll, A. (2009) Framework for Evaluating Impacts of Broadening Participation Projects: Report from a National Science Foundation Workshop. The National Science Foundation.
  • Hood, S., R. Hopson & H. Frierson (Eds.) (2005) The Role of Culture and Cultural Context In Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding in Evaluative Theory and Practice. Greenwich, CT: Information Age Publishing.
  • LaFrance, J. (2004) Culturally competent evaluation in Indian Country. Special issue: In search of cultural competence in evaluation: Toward principles and practices. New Directions for Evaluation, No. 102, 39-50. Jossey-Bass and the American Evaluation Association.
  • LaFrance, J. & Nichols, R. (2010) Reframing Evaluation: Defining an Indigenous Evaluation Framework. The Canadian Journal of Program Evaluation, Vol. 23, No. 2, Pages 13–31.
  • The National Science Foundation, Directorate for Education and Human Resources, Division of Research, Evaluation, and Communications (2002) The Cultural Context of Educational Evaluation: A Native American Perspective. Workshop Proceedings, April 25-26, 2002.