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.

Location: JW Marriott Indianapolis Hotel, room 107

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

Workshop Description

This workshop has already taken place. You can learn more about what happened at the workshop by perusing the presentations and resources listed on the Workshop Program.

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 diverse students to your two-year college geoscience courses and helping them thrive
  • Explore approaches for using course-level outcomes data to identify opportunities for developing more equitable, inclusive teaching practices
  • Select strategies for fostering students' sense of belonging and inclusion.
  • Develop an action plan for supporting diversity in your teaching and program


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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