Building Strong Geoscience Departments part of Strong Geoscience Departments
On the Cutting Edge - Building Strong Geoscience Departments managed by NAGT Workshops Developing Pathways to Strong Geoscience Programs for the Future Defining Strong Departments Characteristics of Strong ...

ADVANCEGeo Partnership part of ADVANCEGeo
The primary goal of the ADVANCEGeo project is to improve work climate conditions by developing bystander intervention workshops for department heads, chairs, faculty and grad students to appropriately respond to and prevent sexual and other types of harassment on campus and in the field as well as include awareness and prevention training of harassment in the teaching of ethical conduct in research.

ADVANCEGeo Partnership part of ADVANCEGeo
The primary goal of the ADVANCEGeo project is to improve work climate conditions by developing bystander intervention workshops for department heads, chairs, faculty and grad students to appropriately respond to and prevent sexual and other types of harassment on campus and in the field as well as include awareness and prevention training of harassment in the teaching of ethical conduct in research.

ADVANCEGeo Partnership part of ADVANCEGeo
The primary goal of the ADVANCEGeo project is to improve work climate conditions by developing bystander intervention workshops for department heads, chairs, faculty and grad students to appropriately respond to and prevent sexual and other types of harassment on campus and in the field as well as include awareness and prevention training of harassment in the teaching of ethical conduct in research.

Teaching in the Field part of NAGT:Our Work:Past Projects:Teaching in the Field
This collection of teaching resources, contributed by mebers of NAGT, features information about field trips organized for a variety of purposes across the country. The collection aims to share information about the design of various kinds of field trips as well as to provide easy access to field guides.

Teaching GeoEthics Across the Geoscience Curriculum part of GeoEthics
Ethics Education is an increasingly important component of the pre-professional training of (geo)scientists. Funding agencies (NSF, NIH) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands the highest standards of ethical conduct by scientists. Yet, few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring students working in their labs.

Curriculum for the Bioregion Curriculum Collection part of Curriculum for the Bioregion
Curriculum for the Bioregion engages faculty communities in exploring the complex issues of sustainability - environmental quality, true community health and wellbeing, and social equity and justice - and in building sustainability concepts and place-based learning into a broad array of courses and disciplines.

Supporting and Advancing Geoscience Education in Two-Year Colleges part of SAGE 2YC
The Supporting and Advancing Geoscience Education at Two-Year Colleges (SAGE 2YC) project and website helps two-year college geoscience faculty implement high-impact, evidence-based instructional and co-curricular ...

Geo-Needs: Stakeholder Needs Assessment for Broadening Participation in the Geoscience Workforce part of Geo-Needs
"IMPACT STATEMENT: Increase the number of underrepresented minorities that graduate college with STEM degrees in the next 10 years and improve women's participation in areas of STEM where they are ...

Cultural Change in Geoscience (C-ChanGe) part of C-ChanGe
The Cultural Change in Geoscience (C-ChanGe) project works toward a vision of the future where all people at each stage of their career experience academic geoscience as a safe and welcoming environment where they feel empowered to learn and contribute without stifling their identities, and the community recognizes contributions from everyone. SERC leads the professional development of 2 cohorts of faculty change agents empowered to work in their own context to make successive, incremental changes, leading to positive cultural shifts within their home departments with the support of a community of practice made up of local and national peers. The project also raises the visibility of the many other groups working towards an inclusive geoscience discipline through a web-based network to support awareness, recognition, and connectivity of national partner projects working on geoscience cultural change.