Making Environmental Science Relevant to a Diverse Student Body at ASU West
Becky Ball, Arizona State University at the West Campus
The School of Mathematical & Natural Sciences at the West Campus of Arizona State University serves a very diverse population of students, with ~40% of our majors from Hispanic, Asian-American, American Indian, and African American ethnicities, and half female. Most of our students come from the local Phoenix area, and their urban background may influence their perception of the relevance of environmental science to their every-day lives. Environmental science courses can maintain their relevance to students that do not feel a strong connection with their natural world by being taught from a human-oriented perspective. In many of our courses, we highlight the relationship between the environment and human well-being. For example, one upper-level course in the Environmental Science concentration is called The Human Environment (LSC 362), which explores human beings' interactions with the biophysical world, particularly how we are changing our world and our world is changing us.

The SOARS Program - Engaging Minority Students through Geoscience Research Experiences
Rebecca Haacker, NCAR/UCAR
Significant Opportunities in Atmospheric and Related Sciences (SOARS) combines a summer internship with year-round mentoring, conference travel, and publishing support. During their ten week internship at the National Center for Atmospheric Research (NCAR), SOARS protégés get to choose a research topic and will explore it with the help of their scientific mentors. They also attend a weekly scientific communication workshop, seminars about graduate school and career choices, and complete end-of-summer poster and oral presentations. Topics of research span the broad field of climate and weather, including computing and engineering in support of the atmospheric sciences.

Maintaining Undergraduate Geoscience Education Excellence in a Climate of Emerging Research Institution
Tania Anders, Mt. San Antonio College
This webpage is an essay from the InTeGrate project discussing strategies for maintaining excellence in undergraduate geoscience education at Texas A&M University-Corpus Christi, a Hispanic-serving emerging research institution, through initiatives like undergraduate research, writing-intensive courses, internships, and participation in high-impact practices such as the LEAP initiative to support student success and broaden access. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Developing a strong Geology Program at the University of Puerto Rico
Hernan Santos, University of Puerto Rico-Mayaguez
Essay page detailing strategies for strengthening a geology program at the University of Puerto Rico-Mayagüez, focusing on student recruitment, retention, undergraduate research, field experiences, summer internships, and graduate school preparation within a Hispanic-Serving Institution. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Using hazards to engage students
Eric Baer, Highline Community College
This essay page from the InTeGrate project showcases a geologic hazards course at Highline Community College that leverages local risks—such as earthquakes and flooding in the Puget Sound region—to engage students through community-based, applied learning focused on risk analysis, mitigation strategies, and dissemination of scientific knowledge to families and local groups. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Geoscience Community College Programs of Societal Relevance and Importance in the Wind River Basin and Range
Suki Smaglik, Laramie County Community College
This webpage is an essay detailing geoscience education initiatives at Central Wyoming College within the Wind River Basin and Range, emphasizing culturally relevant, interdisciplinary programs—such as Environmental Technician, Outdoor Education, and Earth, Energy, Environment (E³)—that integrate local community needs, undergraduate research, partnerships with NOLS and EPSCoR, and workforce development to broaden access and relevance in Earth and environmental sciences for diverse student populations, including Native American communities. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Geology at NOVA: Important ideas that are failing to reach everyone
Callan Bentley, Piedmont Virginia Community College
This webpage is an academic essay examining the lack of diversity in geology education at Northern Virginia Community College (NOVA), detailing demographic disparities in faculty and student representation, advocating for improved inclusion strategies, and emphasizing the societal importance of earth science literacy and critical thinking in broadening access to geoscience education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Creating a Thriving Geoscience Program at a Small, Minority-Serving Public University
Dirk Baron, California State University-Bakersfield
This webpage is an essay detailing strategies for building a successful geoscience program at a small, minority-serving university, focusing on recruitment, community outreach, curriculum redesign, and support for underrepresented students at California State University, Bakersfield. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Integrating Undergraduate Research into the Geosciences at a Two-Year College
Kaatje van der Hoeven Kraft, Whatcom Community College
This essay page details strategies for integrating undergraduate research into geoscience courses at two-year colleges, highlighting case studies from Mesa Community College that demonstrate how faculty can overcome resource and student preparedness challenges to foster STEM persistence and skill development through authentic, course-based research experiences. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Recognizing the Advantages of an Endemic Diverse Population at Mesa Community College
Joanna Scheffler, Mesa Community College
This webpage is an essay from the InTeGrate project discussing how Mesa Community College's inherently diverse student population benefits geoscience education, highlighting demographic advantages, instructor responsibilities in promoting inclusion, and the need to actively encourage underrepresented minorities to pursue earth sciences despite apparent classroom diversity. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.