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.

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.

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.

Sustaining an Undergraduate Research Program that Serves as a Bridge Between 2YC and 4YC
Diane Doser, The University of Texas at El Paso
For the past ~4 years the University of Texas at El Paso (UTEP) has been working with El Paso Community College (EPCC) to help ease the transition of underrepresented students in geoscience and environmental science between our institutions. One of most successful activities has been the establishment of cross-institutional research projects with EPCC students. Support for the projects originally came from WAESO (Western Alliance to Expand Student Opportunities) and later an NSF OEDG grant to EPCC, but continuation of the research program requires it to become self-sustaining. In the past year we have focused on a variety of research projects that can be conducted in agricultural fields located with ~300 m of the Mission del Valle campus of EPCC. The projects primarily focus on geochemistry, geophysics and sedimentology and how these factors affect agricultural crop yields.

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.

Building context for Students in Environmental Sciences
Gary Weissmann, University of New Mexico-Main Campus
An InTeGrate essay page presenting a faculty perspective on integrating societal relevance into environmental science education through local and global case studies, undergraduate research, and service learning to broaden access for diverse students. 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.

A Relevant and Applicable Geography
Adriana Martinez, Southern Illinois University-Edwardsville
This webpage is an educational essay discussing how geography education can be made more relevant and applicable by emphasizing human-environment relationships, geospatial technologies like GIS, workforce-aligned skills, and inclusive practices to broaden access for underrepresented students in Earth and environmental sciences. 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.

Making Environmental Science Relevant to a Diverse Student Body at ASU West
Becky Ball, Arizona State University Campus Immersion
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.