Science Identity Group 2: Centralia, Flathead, Monroe, Yakima
Answer ONE (1) or more of these questions:
- What new insight did you get from the resources on science identity?
- What have you done to build your students' science identity? Do you have another resource to share about this topic from your discipline?
- What questions do you have based on these resources?
- What might you apply and/or adapt in your teaching?
« Activity 5 DiscussionsScience Identity Group 2: Centralia, Flathead, Monroe, Yakima
I LOVE some of the resources provided on these pages! I have been looking high and low for career profiles like these. I only wish there were more! Over the years, I have supplemented some of the "Important Geologist" lists from textbooks with more diverse faces because I agree that science identity is really important to students who are unsure if they belong.
I have been consciously adding information about careers into my courses for the past few years as quick homework assignments to keep my students engaged in course material, especially in classes that meet only twice/week. Incorporating the careers of individuals with diverse backgrounds will only strengthen that activity!
I worry that many geologists love the beauty of the wild and solitary nature of field work, but that type of life doesn't appeal to everyone. As a community (myself definitely included!), I think we could do a better job of shining a light on geologists who work in a variety of settings, whether its local environmental consulting, your local USGS, or geologists with a lab-based career. I think its a more comfortable place for many students to feel like they could belong.
14254:43321
edittextuser=8686 post_id=43321 initial_post_id=0 thread_id=14254
One of my favorite resources I use in my geospatial technology classes to help students associate themselves with potential future careers can be found at this site:
https://www.virtualjobshadow.com/partners/esri/. I usually show a new video every few lectures by bringing this website up in front of the class and having them choose which career video they would like to watch. Students really enjoy these videos which give the them a unique perspective of how geospatial technology is used across numerous disciplines.
14254:43328
edittextuser=137814 post_id=43328 initial_post_id=0 thread_id=14254
I am excited to see the resources for integrating science identity into our courses. For a while now, I have been interested in having a portion of the geology lab be a place students can learn about careers, internships, etc. in geosciences. I have also wanted to incorporate posters highlighting several geoscientists each quarter. I imagined the posters would highlight one geoscientist at a time to show diversity, careers, the geoscientist’s background, etc. I would hope this would spark interest and possibly develop a sense of science identity with my students.
I also participate in summer undergraduate research at Yakima Valley College. This is a fantastic opportunity for students to learn more about what it means to be a geoscientist and have hands-on experience. Additionally, the students may find out they want to pursue geoscience as a career after their research experience.
14254:43332
edittextuser=33144 post_id=43332 initial_post_id=0 thread_id=14254
I really enjoyed reading on this subject matter. Its something I don't think much about normally. I do promote women geologists on a regular basis but not geologists of color. I would like to start doing more regarding this and I think the Spot light on geologists is a perfect way to go about it. Being so close to the DNR and the State geologist, I often speak about what an array of careers can come out of geology but I would like to show more inclusion and equity.
14254:43337
edittextuser=51888 post_id=43337 initial_post_id=0 thread_id=14254
What new insight did you get from the resources on science identity?
The most significant insight I gained from reading these resources is that my classes are quite devoid of "people" at the moment. As I read through the pages on science identity, I realized that my courses are very focused on geological and astronomical concepts, to the near complete exclusion of the people that have developed these concepts or practice them today. As I type this, I can think of only a few specific people that I actual highlight in my astronomy course (Cecilia Payne-Gaposchkin and Edwin Hubble) and I can't honestly think of any individuals that I highlight in my physical science course. I definitely try to highlight relevant geoscience careers whenever I have the chance, and have a number of modules where I attempt to simulate the types of activities, data collection, and data analysis that scientists actually do, but I am only now realizing that I've never really focused on the people that actually do those careers. Naturally, now I am wondering why that is? I am glad to see the variety of resources available on the SERC page that will help me make science identity a more significant part of my courses.
14254:43344
edittextuser=21316 post_id=43344 initial_post_id=0 thread_id=14254
At Centralia we have a fairly unique ability to engage students in undergraduate research, and funding can be obtained for projects. I have turned this opportunity, along with the fact that my organic chemistry class size is fairly small, to have my 3rd quarter o-chem lab be entirely research based. I give these sophomore students the opportunity to visualize themselves in their next level of science education, and they become the expert on their project, including a poster presentation to the public at the end of the year. Undergraduate research (and project based labs) give students the confidence to view themselves as scientists.
14254:43352
edittextuser=135881 post_id=43352 initial_post_id=0 thread_id=14254
This post was edited by Teresa Adams on Feb, 2020
Although at our college we don’t have a large population of Latinx students, we do have native Americans and it may be useful to consider trying to start a SACNAS chapter. This may be useful for other colleges as well. Information about SACNAS can be found at:
https://www.sacnas.org/
I was working with my colleagues at my previous college to start a chapter as well as the local university who had a chapter we could work with. Until then, I hadn’t really thought about a “science identity”
14254:43380
edittextuser=137824 post_id=43380 initial_post_id=0 thread_id=14254
Anita Ho
Feb, 2020
I hadn’t given much thought to “science identity” at all until last semester, when I had a bright and particularly social student who began to enter class many mornings with an enthusiastic “Hello, fellow geologists!” At the time, I thought it was great the students had gotten to know each other well enough to become a unique group. I also realized that simply using the term “geologists” aloud gave the class a shared identity and purpose that lasted for as long as they were together each day. This semester, I have deliberately addressed my classes a few times as “budding geologists” and consider it a small way of separating class time from the rest of the day and acknowledging that students are gradually becoming well-versed in certain geoscience topics.
I am not very familiar with the history of science and my courses rarely include mention of scientists besides big historical giants (who are nearly all white males), so I am happy to know these “scientist spotlight” resources exist and would like to incorporate a few into my courses. I think it would really bring science to life for students, especially when they learn about people, living today, who may not be much older than them and are also regular people with non-science interests and achievements. Additionally, I think this a great way to expand on the fundamental topics from class and show students the breadth of geoscience fields of studies and career opportunities.
14254:43381
edittextuser=11048 post_id=43381 initial_post_id=0 thread_id=14254
This is something that I hadn’t considered incorporating into my classes. I am going to really think about it now and try to bring examples into class. I encourage my students, but I didn’t frame it as building a science identity. I think there are ways I can be more intentional about doing this but I still need to think about how I want to do this. Immediately I thought this would be a great resource for the Expanding your Horizons program when 6th grade girls come to college to see/hear what women scientist do.
14254:43388
edittextuser=137825 post_id=43388 initial_post_id=0 thread_id=14254
This is an area that I've thought about a little bit, but being so new to teaching still, it definitely hasn't been a focus. I do try to talk with my students about the many different areas of geology that they could work in and what those jobs might look like, but I don't really do anything specific. I have been trying to collect pictures of geologists that I know, both working in the field and the lab, to give them a more visual aspect. However, that's kind of a work in progress and after looking through these resources, I'm thinking I should probably expand on that idea, though I don't know exactly how I want to do that yet.
14254:43396
edittextuser=137829 post_id=43396 initial_post_id=0 thread_id=14254
Honestly, I generally only discuss a few "famous" geologists in my intro courses and there is zero diversity in the handful. I like the idea of incorporating Scientist Spotlights as either a homework assignment or maybe a short read/video during class that could promote a brief discussion.
Additionally, I agree with my colleague (Amanda Colosimo) who posted above regarding adding course content that is more relevant to different populations we have in our classrooms, so they can develop their own science identity. It has become clear that not all of our students want to go outside and hike around in nature to "experience" geology, but we can provide more relevant ways they are exposed to it each day and why it matters to them.
14254:43405
edittextuser=69051 post_id=43405 initial_post_id=0 thread_id=14254
Originally Posted by Hillary Goodner
I have also wanted to incorporate posters highlighting several geoscientists each quarter. I imagined the posters would highlight one geoscientist at a time to show diversity, careers, the geoscientist’s background, etc. I would hope this would spark interest and possibly develop a sense of science identity with my students.
I think this is such a great idea. I know your particular area is very diverse with large Latinx and, obviously, native populations. It is so important that these students see themselves in the work that scientists are doing, otherwise how could they possibly know they could participate. I have been thinking about this a lot and it's really important that we help our students identify with our content. Here is a great (but a little old) blog post about one woman's experience in STEM and it really speaks to why we need current examples of diversity in STEM.
https://blogs.scientificamerican.com/guest-blog/under-represented-and-underse...
14254:43429
edittextuser=41910 post_id=43429 initial_post_id=0 thread_id=14254
Originally Posted by Michelle Harris
I really enjoyed reading on this subject matter. Its something I don't think much about normally. I do promote women geologists on a regular basis but not geologists of color. I would like to start doing more regarding this and I think the Spot light on geologists is a perfect way to go about it. Being so close to the DNR and the State geologist, I often speak about what an array of careers can come out of geology but I would like to show more inclusion and equity.
Hey Michelle, I think we all have a tendency to share our own experience because it feels authentic and we can speak to it more easily. So, it's understandable that you focus on women in geology. In that vein, I wonder if you remember that circular we got from the CVO about women in in the USGS. I was just looking at it today and it had plenty of diverse examples of women throughout the USGS. It's worth another look. You know what else would be cool, I know you have that earthquake video screen outside your class. I wonder if one day a week/month you could highlight a scientists there? It would get plenty of views in that area, but I don't know how that system works exactly.
Here's that circular:
https://pubs.er.usgs.gov/publication/cir1443
14254:43430
edittextuser=41910 post_id=43430 initial_post_id=0 thread_id=14254
Originally Posted by Zachary Schierl
The most significant insight I gained from reading these resources is that my classes are quite devoid of "people" at the moment. As I read through the pages on science identity, I realized that my courses are very focused on geological and astronomical concepts, to the near complete exclusion of the people that have developed these concepts or practice them today.
That was exactly me a couple years ago, I had the luxury of not really thinking about science identity. Its so great to be able to have these resources at your fingertips and make changes to your presentations so easily. I wonder, too, if you've ever though of reaching out to people you know in the sciences who are working on projects with content that is part of your curriculum. The past few terms I have asked a couple folks I know to talk about their work in my class briefly. I did it remotely so they didn't have to come in, I used google hangouts for them to address the class (skype obviously works too). That was another real way to bring a scientists into the classroom and also involved little change to my presentations.
14254:43431
edittextuser=41910 post_id=43431 initial_post_id=0 thread_id=14254
Originally Posted by Karen Goodwin
At Centralia we have a fairly unique ability to engage students in undergraduate research, and funding can be obtained for projects. I have turned this opportunity, along with the fact that my organic chemistry class size is fairly small, to have my 3rd quarter o-chem lab be entirely research based. I give these sophomore students the opportunity to visualize themselves in their next level of science education, and they become the expert on their project, including a poster presentation to the public at the end of the year. Undergraduate research (and project based labs) give students the confidence to view themselves as scientists.
Hey Karen, This is great, obviously having student be scientists lets them see themselves as scientists. I wonder if you've ever thought of bringing in local examples of scientists from the community (maybe even from Olympia) to talk about their pathway to their position or maybe people you know in the field. For a small class that would be an excellent way for the students to network and to also think about next steps.
14254:43432
edittextuser=41910 post_id=43432 initial_post_id=0 thread_id=14254
Originally Posted by Teresa Adams
Although at our college we don’t have a large population of Latinx students, we do have native Americans and it may be useful to consider trying to start a SACNAS chapter. This may be useful for other colleges as well. Information about SACNAS can be found at: https://www.sacnas.org/
Hey Teri, this is a great idea so thank you so much for the information. I've worked with native communities for a long time and one things that reservations really struggle with is keeping individuals on the reservations for natural resource jobs. I worked with a camp called Salmon Camp that did a lot of work teaching kids about natural resources jobs and putting students out in the field doing science with federal scientists. I'm sure they are always looking for counselors.
https://www.critfc.org/for-kids-home/salmon-camp/
14254:43433
edittextuser=41910 post_id=43433 initial_post_id=0 thread_id=14254
Originally Posted by Jamie Hansen
This is an area that I've thought about a little bit, but being so new to teaching still, it definitely hasn't been a focus. I do try to talk with my students about the many different areas of geology that they could work in and what those jobs might look like, but I don't really do anything specific. I have been trying to collect pictures of geologists that I know, both working in the field and the lab, to give them a more visual aspect. However, that's kind of a work in progress and after looking through these resources, I'm thinking I should probably expand on that idea, though I don't know exactly how I want to do that yet.
Hey Jamie, yeah, all of this new information can be overwhelming, you think with almost everything, "I definitely want to try that" and it snowballs into a lot of new work. I do remember hearing about instructors from Cohort 1 and 2 who've done projects, presentations, or homework assignments with the science identity powerpoint. I wonder if any of the PI's remember who did that, someone can respond to this post with ideas of people to talk to? That way you can see what has worked already without having to come up with something totally new along with all of the other information you're trying to absorb.
14254:43441
edittextuser=41910 post_id=43441 initial_post_id=0 thread_id=14254
Originally Posted by Jamie Hansen
This is an area that I've thought about a little bit, but being so new to teaching still, it definitely hasn't been a focus. I do try to talk with my students about the many different areas of geology that they could work in and what those jobs might look like, but I don't really do anything specific. I have been trying to collect pictures of geologists that I know, both working in the field and the lab, to give them a more visual aspect. However, that's kind of a work in progress and after looking through these resources, I'm thinking I should probably expand on that idea, though I don't know exactly how I want to do that yet.
Hey Jamie, yeah, all of this new information can be overwhelming, you think with almost everything, "I definitely want to try that" and it snowballs into a lot of new work. I do remember hearing about instructors from Cohort 1 and 2 who've done projects, presentations, or homework assignments with the science identity powerpoint. I wonder if any of the PI's remember who did that, someone can respond to this post with ideas of people to talk to? That way you can see what has worked already without having to come up with something totally new along with all of the other information you're trying to absorb.
14254:43442
edittextuser=41910 post_id=43442 initial_post_id=0 thread_id=14254
Hi Amanda-
Becca from Cohort 1 here. Totally agree that the community needs to keep building the repository of career profiles. Someone (not it!!) should propose a session at the Earth Educator Rendezvous or some similar conference where a group of people sit down for a couple of hours and write a bunch of scientist career profiles--similar to the "NGSS tagging camp" that happens sometimes at meetings. This could be a career profile camp!
I also am in firm agreement that although I personally can't imagine opting to work indoors over doing fieldwork outdoors, there are many folks who would much prefer lab and/or office work. I was co-PI on a Geopaths field and career preparation program for students interested in environmental careers, and one of the things that we assessed using pre- and post-surveys was students' preferred work environments. I was surprised, but a fair number of students (not the majority, but more than I'd anticipated) expressed a greater interest in working in an office or lab after completing the field course than they had expressed prior to doing the field course. Outdoor work isn't definitely for everyone, and I'm trying to be more explicit when talking to students about STEM careers that there are many opportunities to do cool science in a lab setting as well.
14254:43511
edittextuser=3862 post_id=43511 initial_post_id=0 thread_id=14254
Tim, this is such a cool resource! I try to verbally incorporate career information into my courses periodically, but some students' eyes seem to glaze over when I'm talking about this, maybe because they don't intend on taking any more STEM courses and certainly don't anticipate pursuing a STEM career. These videos would definitely be more appealing than me rambling on about how cool it would be to study rocks for a job. When you show these videos during class, is there a discussion/follow-up assignment/etc. afterward, or is it mostly food-for-thought for students? We're getting ready for the inaugural cohort of students in our new Geotech Certificate program at Mt. SAC, and I think that short career videos like this one would be a helpful resource for students starting the certificate program.
14254:43512
edittextuser=3862 post_id=43512 initial_post_id=0 thread_id=14254
Anita, Becca from Cohort 1 here. So glad to hear that you are thinking more about science identity, and I wanted to share a quick anecdote similar to you using the "budding geologist" moniker with your students. Do your students react in any way when you refer to them as budding geologists? I've been doing this silly thing for a couple of years on exams where instead of a line at the top that says "Name", I will usually write "Future oceanographer" or "Future geoscientist". Every semester, without fail, there are always giggles as soon as they start the exam when they see what it says next to where they're writing their name, and there's always at least one student who comes up to where I'm sitting and says, "I don't know what I'm supposed to write next to 'Future oceanographer'.", and is then seems either totally baffled or amused when I say, "That's where you put your name. YOU'RE the future oceanographer." No idea whether or not that gets them thinking about their science identity in the moment, but I think it at least lightens the mood a little on exam day.
14254:43513
edittextuser=3862 post_id=43513 initial_post_id=0 thread_id=14254
Join the Discussion
Log in to reply
« Activity 5 Discussions 
