SAGE 2YC > Workshops > Supporting Diversity in Two-Year College Geoscience Programs

Supporting Diversity in Two-Year College Geoscience Programs: Broadening Participation of Underrepresented Groups

November 3, 2018 8:30 am - 4:30 pm in Indianapolis, IN -- in conjunction with the 2018 GSA Annual meeting. Specific location yet to be determined.

Workshop Leaders: Heather Macdonald (College of William & Mary), Norlene Emerson (University of Wisconsin-Richland), and Eric Baer (Highline College)

Workshop Description

This short course offers strategies for attracting students to geosciences and for helping them thrive, particularly those from groups underrepresented in the geosciences. We will explore a range of approaches to broaden participation and foster inclusion and a model for holistic programs that support the whole student. We will demonstrate examples of using course outcomes data on participation and success to investigate questions related to student population demographics. Workshop participants will leave with specific practical strategies to implement in their classes and programs, as well as with examples of discussion points to bring back to their programs.

Workshop Goals

  • Consider strategies for attracting a diverse student base to your two-year college geoscience courses.
  • Explore approaches for using course-level outcomes data to identify opportunities, and select strategies for working towards fostering students' sense of belonging and inclusion.
  • Share your expertise and experience and learn from the research base and others at the workshop.

Registration

Registration is required to participate in the short-course. Register for the short-course through both the GSA Registration (It is Short Course #514), and by completing an online form through SAGE 2YC at SAGE 2YC GSA Short Course Registration by October 1, 2018.


This workshop is part of the Supporting and Advancing Geoscience in Two-Year Colleges: Faculty as Change Agents project and is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1525593, 1524605, 1524623, and 1524800.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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