HR: 08:00h
AN: ED21D-01    [Abstracts]
TI: Post-Secondary Education and Diversity in the Geosciences: The Need for Innovative Courses and Curricula
AU: * Huntoon, J E
EM: jhuntoon@nsf.gov
AF: Directorate for Geosciences, National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230 United States
AU: Lane, M
EM: mlane@nsf.gov
AF: Directorate for Geosciences, National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230 United States
AB: Enrollments in bachelor's-level degree programs in the geosciences are decreasing nationwide. It seems clear that it will be difficult to reverse this falling trend by teaching the `same old' content in the `same old' way. Innovative geoscience instructors are already revising both content and pedagogy, particularly for introductory-level courses that reach large audiences of potential geoscience majors. As these courses are updated, it is critical that practices contributing to increased diversity in the geosciences are incorporated. The geosciences currently have the lowest diversity of any of the science, technology, engineering, and mathematics (STEM) fields. In 2001, the most recent year for which data are available, ethnic and racial groups that are underrepresented in STEM disciplines made up approximately 25 percent of the population of the United States. In contrast, only 7 percent of the bachelor's, 5 percent of the master's, and 2 percent of the doctoral degrees awarded in the geosciences in 2001 went to members of underrepresented groups. The fact that diversity decreases less rapidly with increasing degree level (e.g. from B.S. to M.S.) in the geosciences than in other STEM disciplines indicates that the geosciences are of interest to members of underrepresented groups. Mechanisms that have been shown to be effective at increasing diversity in the geosciences (as well as total enrollment in bachelor's-level geoscience programs) are to: 1) demonstrate that the geosciences are relevant to technologically savvy, increasingly urban students; 2) engage students in research; 3) build partnerships between universities, community colleges, K-12 teachers, and guidance counselors, families, and communities to address pipeline issues; 4) promote mentoring relationships among scientists, educators, and students; 5) provide financial support to facilitate participation in the geosciences among all members of the diverse U.S. population; and 6) publicize traditional and non-traditional geoscience career opportunities.
DE: 0810 Post-secondary education
DE: 0820 Curriculum and laboratory design
DE: 0825 Teaching methods
DE: 0840 Evaluation and assessment
DE: 0850 Geoscience education research
SC: Education and Human Resourcese [ED]
MN: 2004 AGU Fall Meeting