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BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING

BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING. Jan Hodder , Oregon Institute of Marine Biology, University of Oregon Eric Baer , Geology Department, Highline College.

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BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING

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  1. BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING Jan Hodder, Oregon Institute of Marine Biology, University of Oregon Eric Baer, Geology Department, Highline College This work is supported by the National Science Foundation through grants 1525593, 1524605, 1524623 & 1524800.

  2. BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING SESSION GOALS How can we help our students to identify as scientists and make them aware of the breadth of careers in geoscience? How can we broaden participation in the geoscience workforce? What can be done to infuse career information in class, online, and outside of class?

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

  4. 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

  5. Google image search for GEOSCIENTIST

  6. Google image search for GEOSCIENTIST • What messages do you think these images • convey to our students?

  7. Google image search for GEOSCIENTIST

  8. Google image search for GEOLOGIST

  9. Google image search for GEOLOGIST

  10. Google image search for OCEANOGRAPHER

  11. Google image search for HYDROLOGIST G

  12. Becoming a Geoscientist Develop a science identity Develop an understanding of what a geoscientist does Develop a strong sense of self-efficacy in basic skills required in STEM fields

  13. Becoming a Geoscientist Develop a science identity Develop an understanding of what a geoscientist does Develop a strong sense of self-efficacy in basic skills required in STEM fields The processes by which people become inspired by STEM to the point of personal relevance, ownership, and integration into the sense of self.

  14. Becoming a Geoscientist Develop a science identity Develop an understanding of what a geoscientist does Develop a strong sense of self-efficacy in basic skills required in STEM fields The psychological processes by which people become inspired by STEM to the point of personal relevance, ownership, and integration into the sense of self. How you acquire belief in your ability to succeed in specific situations or accomplish a task. Williams and George-Jackson. 2013 Using and doing science: gender, self-efficacy, and science identity of undergraduate students in STEM. Journal of Women and Minorities in Science and Engineering 20(2):99-126

  15. Becoming a Geoscientist Develop a science identity Develop an understanding of what a geoscientist does Develop a strong sense of self-efficacy in basic skills required in STEM fields The psychological processes by which people become inspired by STEM to the point of personal relevance, ownership, and integration into the sense of self. Geoscientists work to discover natural processes on earth, including the ocean, and other planets. How you acquire belief in your ability to succeed in specific situations or accomplish a task.

  16. CAREER RESOURCES From: AGI’s National Geoscience Student Exit Survey 2015

  17. Becoming a Geoscientist Develop a science identity Develop an understanding of what a geoscientist does Develop a strong sense of self-efficacy in basic skills required in STEM fields The psychological processes by which people become inspired by STEM to the point of personal relevance, ownership, and integration into the sense of self. THE PROBLEM OF STEREOTYPES

  18. SCIENTIST SPOTLIGHTS: • WEEKLY METACOGNITIVE EXERCISES TO SHIFT STEREOTYPES AND ENHANCE SCIENCE IDENTITY • “Scientist spotlights” are weekly online homework assignments featuring diverse scientists related to upcoming course content, developed by Jeff Schinske, a Biology faculty member at DeAnza College Goals: • Introduce new course content using the stories of scientists studying in the field • Encourage students to reflect on their learning and confusions • Enhance students’ science identity and sense of belonging Schinske, J., Cardenas, M., and Kaliangara, J. 2015. Uncovering Scientist Stereotypes and their Relationships with Student Race and Student Success in a Diverse Community College Setting. CBE - Life Sciences Education 14 (3): 1-16.

  19. ASSESSING SCIENTIST SPOTLIGHTS Collected On First & Last Day of Class Responses to Two Essay Prompts Based on what you know now, describe the types of people that do science. If possible, refer to specific scientists and what they tell you about the types of people that do science. (Short essay explanation) 2. I know of one or more important scientist to whom I can personally relate. (4-point Likert scale question) • Activity Adapted From SEPAL: The Science Education Partnership & Assessment Laboratory, San Francisco State University

  20. Dr. Margaret HizaRedsteeris a research scientist with the USGS. She studies landscape vulnerability to climate change, and in particular, sand dune mobility. Much of her work has been in Colorado, primarily on the Navajo Nation. She is one of the lead authors of the Intergovernmental Panel on Climate Change (IPCC) report. She is a member of the Crow Nation. Resources you could use: • Article about her in Science: http://www.sciencemag.org/careers/2005/03/margaret-hiza-redsteer-passing-goodwill • Article about her career path in the SACNAS bibliography pages: http://bio.sacnas.org/biography/Biography.asp?mem=161&type=2 • Video of her talk at SACNASabout her path and her science (28 mins): https://www.youtube.com/watch?v=flcGPOkL2bI • Video of her research (6 mins): https://www.youtube.com/watch?v=6wTi51aRV-Q • Article about her work in general: https://www.hcn.org/articles/geologist-margaret-hiza-redsteer-tracks-climate-change-through-navajo-memories • Article about her work on changes in sand dune movement: https://tkbulletin.wordpress.com/2011/10/26/this-week-in-review-%E2%80%A6-usgs-climate-change-study-uses-navajo-memory-to-complement-science/

  21. Dr. Joseph Montoya is a biological oceanographer at the Georgia Institute of Technology. He studies the marine nitrogen cycle and has been involved in studies of the impact of the Deepwater Horizon oil spill on offshore ecosystems of the Gulf of Mexico. Resources you could use: • Webinar for the National Science Ocean Bowl with Dr. Montoya that provides an overview of the movement of oil and gas carbon into the pelagic food web. He discusses the Deepwater Horizon spill as well as other spills and some of his ongoing work on natural seeps: http://nosb.org/learn/professional-development/professional-development-archive/professional-development-201415-series/guest-expert-dr-joseph-montoya/ • Article from the Gulf of Mexico Research Initiative that includes Montoya’s role in the immediate aftermath of the Deep Water Horizon spill: http://gulfresearchinitiative.org/scientific-dream-team-conducts-rapid-response-research-at-hercules-gas-blowout/ • Web page about his work with the Schmidt Ocean institute as chief scientist measuring river input to the south China sea: http://schmidtocean.org/person/joseph-montoya/

  22. Dr. Dawn Wright is an oceanographer and the chief scientist of the Environmental Systems Research Institute. Her work has focused on mapping the ocean floor, particularly the mid-ocean ridges and hydrothermal vent sites. She is also a geographer who specializes in the software, including GIS, used to map and analyze the seafloor. Resources you could use: • Talk by her about her upbringing and her work mapping the ocean floor (8 mins): http://www.thehistorymakers.com/program/african-american-perspectives • Article about her work and links to other information about her: http://www.womenoceanographers.org/Default.aspx?pid=E1E3254E-1C80-4e6d-ABBF-1EC5F5436C3E&id=dawnwright • About her: http://www.marinecareers.net/dawn-wright • Videos: Talk at the Aquarium of the Pacific (47 mins) http://www.aquariumofpacific.org/multimedia/player/lecture_archive_dawn_wright

  23. GALLERY WALK Count off 1- 6, Start at your number. We’ll give you 3 minutes/question What can we do in class and online to develop science identity in our students? What can we do outside of class to develop science identity in our students? What can we do in class and online to increase a student’s science self- efficacy? What can we do outside of class to increase a student’s science self-efficacy? What can we do in class and online to develop an understanding of what a geoscientist does? What can we do outside of class to develop an understanding of what a geoscientist does?

  24. Review the responses to each question and choose one thing for each question that you would consider doing. Put a colored dot by your choice.

  25. TIME FOR REFLECTION What will you do to help your students build a science identity? What will you do to help your students build their science self-efficacy with respect to the geosciences? What will you do to infuse geoscience career information throughout your teaching?

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