Using hazards to engage students
Eric Baer, Highline 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.

SAFL/NCED: Promoting broadened participation through networking, mentoring, team building, and institutional change.
Diana Dalbotten, University of Minnesota-Twin Cities
Essay detailing SAFL/NCED's decade-long strategy to broaden participation in geosciences through culturally responsive mentoring, team-based research, institutional partnerships with tribal colleges, and systemic change initiatives, emphasizing holistic STEM education for Native American students and community-engaged programming. 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.

Attracting Students to the Geosciences with a First-Semester Dune Research Experience
Deanna van Dijk, Calvin University
This webpage is an academic essay detailing the First-Year Research in Earth Sciences (FYRES): Dunes project at Calvin College, which engages first-semester students in authentic, mentored research on Lake Michigan's coastal dunes to attract and retain students in geoscience majors, with an emphasis on broadening participation in STEM and improving science literacy through hands-on, community-relevant inquiry. 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.

An Urban University's Approach to Broadening Participation in Geoscience Training Programs
Christopher Atchison, University of Cincinnati-Main Campus
Essay page from an InTeGrate workshop on broadening access to Earth sciences, detailing Georgia State University's strategies—such as community-based research, student organizations, and inclusive programs like the IAGD and REU—to enhance diversity and participation in urban 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.

Trans-disciplinary undergraduate marine science research experience in Puerto Rico
Ruby A. Montoya-Ospina, Inter American University of Puerto Rico-Bayamon
This essay page details a trans-disciplinary undergraduate marine science REU program in Puerto Rico that integrates STEM and social sciences to expand research opportunities for students at non-research institutions, focusing on bioluminescent lagoons as socio-ecological systems to foster interdisciplinary learning, community engagement, and sustainability 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.

A Career Path for African-American Students from HBCUs to National Laboratories
Robert Liebermann, Stony Brook University
We have already had great success in recruiting students to this 2-year program leading to a MS degree in Geosciences instrumentation at Stony Brook and positioning them for employment as Science Associates in national user facilities of the DOE, such as the National Synchrotron Light Source at Brookhaven.

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.

Copper Triangle Pilot Project: Enhancing Opportunities for Geoscience Studies and Careers in a Culturally Diverse, Underserved Rural Mining Area
Steven Semken, Arizona State University Campus Immersion
An essay page detailing the Copper Triangle Pilot Project, an NSF-funded initiative developing a sustainable, place-based pathway in geoscience education and careers for underrepresented minority students in a rural Arizona mining region through academic partnerships, community engagement, and culturally informed curriculum. 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.

Infusing Relevant, Community-Based Environmental Investigations into Introductory Environmental and Geoscience Curriculum
Julie Maxson, Metropolitan State University
This webpage is an educator essay detailing strategies for integrating community-based, place-based environmental investigations—such as Mississippi River dynamics, local mining impacts, and urban groundwater contamination—into introductory geoscience curricula to enhance relevance and engagement for urban adult learners. 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, Heritage University
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.