Attracting Diverse Students to Your Geoscience Program and Helping Them Thrive

1. Attracting Diverse Students to Your Geoscience Program and Helping Them Thrive Credits to Rachel Beane, Bowdoin College, Jan Hodder, University of Oregon, Heather Macdonald, College of William & Mary, John McDaris, SERC and Carol Ormand, SERC. This work is supported by the National Science Foundation through grants 1525593, 1524605, 1524623 & 1524800.

2. Overview of session • GOALS OF SESSION • Present data on issues of broadening participation • Discuss how to reach and attract students to the geosciences • Explore strategies to help students thrive • Develop ideas for implementation • FORMAT • Consider diversity and issues of access and inclusion using a set of scenarios • Table discussions on attracting diverse students to the geosciences • Short presentation • Gallery walk - Strategies • Implementation of strategies in your courses and programs

3. Scenarios • PART 1 • Individually read the scenario (think/write) • Then discuss as a table • Guiding question for discussion • Identify the underlying issues of access or inclusion outlined in your scenario and make a list of the issues • Avoid identifying solutions at this time • PART 2 • Present scenario to the whole room. • Summarize the issues raised by the scenario. • Others are invited to add key points. • Repeat with other scenario

4. What are strategies to attract students to the geosciences? • Think/write for a few minutes • Discuss at your table

5. BS degrees awarded by race/ethnicity 2012 http://www.nsf.gov/statistics/2015/nsf15311/tables.cfm

6. BS degrees awarded by race/ethnicity 2012 TREND IN POPULATION CHANGE IN US IN NEXT DECADES http://www.nsf.gov/statistics/2015/nsf15311/tables.cfm

7. Six-Year Outcomes and First Completion for Students Who Started at Two-Year Public Institutions in 2010 by Race and Ethnicity (N=1,089,776)* Red bars show the % of students who entered college in 2010 who have completed a two or four year degree in any subject. Shapiro, D., Dundar, A., Huie, F., Wakhungu, P., Yuan, X., Nathan, A & Hwang, Y., A. (2017, April). Completing College: A National View of Student Attainment Rates by Race and Ethnicity – Fall 2010 Cohort (Signature Report No. 12b). Herndon, VA: National Student Clearinghouse Research Center.

8. What do we mean by diversity? The term is derived from its Latin root, "diversus," which translates, quite simply, to mean "various." Common definition used by many 2YCs and 4YC/Us: “It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.” What kinds of diversity do you see in your institution that are not included in this definition?

9. Why do we care about diversity in the classroom and our programs? • RESEARCH SHOWS: • All students benefit by being educated about the diverse world in which they live. • It’s in our national interest to invest in our future workforce. • Diversity enhances science – heterogeneous groups are more creative. • A diverse student body produces better educated graduates with more highly developed cognitive abilities, interpersonal skills, and leadership abilities. • In order for geoscience to be seen as a credible source of expertise it needs to reflect the community to which it is providing information. References: “Chapter 4: Diversity” in Scientific Teaching by Jo Handelsman, Sarah Miller and Christine Pfund. 2007. 184p. W. H. Freeman and Company: New York. Why Focus on Diversity: https://serc.carleton.edu/integrate/programs/diversity/index.html

10. Why do we care about diversity in the classroom and our programs? In a study conducted by Moss-Racusin et al. (2012), 127 professors evaluated student candidates for a lab manager position. The application files were identical except for the name of the candidate. Professors scored John a 4.0 for competence and Jennifer 3.3 (out of a possible 7 points). John was viewed more favorably as someone to hire. The average starting salary the professors recommended offering: John $30,328; Jennifer $26,508. The researchers found no correlation between bias and the professors’ sex, age, or science teaching field. Reference: Moss-Racusin et al. (2012) Science faculty’s subtle gender biases favor male students. Proc. National Academy of Sciences 109:16474-16479.

11. Supporting the Success of All Students: Broadening Participation of Groups Underrepresented in the Geosciences: • Diversity is the representation of all our varied identities and differences—collectively and as individuals. • Equity seeks to ensure fair treatment, equality of opportunity, and parity in access to information and resources for all. • Inclusion builds a culture of belonging by actively inviting the contribution and participation of all people. Ford Foundation

12. Attracting students and helping them thrive How do we consider diversity in choosing teaching methods, course content, and assessments to optimize learning for all of our students? What can we do to promote inclusive, equitable teaching? How do bias, assumptions, White privilege, and stereotype threat influence learning and performance in our courses and programs and what can we do about it? As we look at the research on this topic, do generalizations about groups influence how we make assumptions about people because of their group affiliation?

13. Gallery tour - Exploring topics and strategies Five posters/ poster set – General topic and a more focused topic Count off 1-5 and go to the poster What resonates with you? What have you tried? What questions do you have?

14. Reflecting on our instructional choices • What choices do we make as educators? • Who might our choices exclude? • What will we change?

15. Action planning • How might you and your program/department reach and attract students to the geosciences? • What barriers to participation might you be able to remove? • •What strategies might you use to help students thrive?