1. BUILDING A SCIENCE IDENTITY AND INFUSING GEOSCIENCE CAREER INFORMATION THROUGHOUT YOUR TEACHING JUNE 2016 SESSION GOALS 1.How can we help our students to identify as a scientist and make them aware of the breadth of careers in geoscience? 2.How can we broaden participation in the geoscience workforce? 3.What can be done to infuse career information in class, on-line, and outside of class?

2. http://www.nsf.gov/statistics/2015/nsf15311/tables.cfm Race or Ethnicity% of populationOcean Science BS degrees (%) Earth Science BS degrees (%) White638082 Hispanic175.85.7 Black12.32.72.0 Asian/Pacific Islander 5.27.23.3 American Indian/ Alaska Native 0.700.9 BS degrees awarded by race/ethnicity 2012

3. http://www.nsf.gov/statistics/2015/nsf15311/tables.cfm Race or Ethnicity% of populationOcean Science BS degrees (%) Earth Science BS degrees (%) White638082 Hispanic175.85.7 Black12.32.72.0 Asian/Pacific Islander 5.27.23.3 American Indian/ Alaska Native 0.700.9 BS degrees awarded by race/ethnicity 2012 TREND IN POPULATION CHANGE IN US IN NEXT DECADES

4. Google image search for GEOSCIENTIST

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

7. Google image search for GEOLOGIST

9. Google image search for OCEANOGRAPHER

10. G Google image search for HYDROLOGIST

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

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

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

14. Develop a science identity Develop a strong sense of self-efficacy in basic skills required in STEM fields Becoming a Geoscientist Develop an understanding of what a geoscientist does 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. Geoscientists work to discover natural processes on earth, including the ocean, and other planets.

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

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

17. 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 WEEKLY ONLINE HOMEWORK ASSIGNMENTS FEATURING DIVERSE SCIENTISTS RELATED TO UPCOMING CONTENT Shifting Students’ Stereotypes of Scientists to Enhance Science Identity in a Diverse, Community College Context Jeff Schinske, Biology Faculty, De Anza College SCIENTIST SPOT LIGHTS: WEEKLY METACOGNITIVE EXERCISES TO SHIFT STEREOTYPES AND ENHANCE SCIENCE IDENTITY 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.

21. Collected On First & Last Day of Class Responses to Two Essay Prompts 1.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. 2. I know of one or more important scientist to whom I can personally relate. 4-Point Likert Scale & Essay Explanation Activity Adapted From SEPAL: The Science Education Partnership & Assessment Laboratory, San Francisco State University

23. Article about her in Science: http://www.sciencemag.org/careers/2005/03/margaret- hiza-redsteer-passing-goodwillhttp://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 SACNAS about her path and her science (28 mins): https://www.youtube.com/watch?v=flcGPOkL2bI https://www.youtube.com/watch?v=flcGPOkL2bI Video of her research (6 mins): https://www.youtube.com/watch?v=6wTi51aRV-Qhttps://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-memorieshttps://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/ https://tkbulletin.wordpress.com/2011/10/26/this-week-in-review-%E2%80%A6-usgs- climate-change-study-uses-navajo-memory-to-complement-science/ Dr. Margaret Hiza Redsteer is 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:

24. 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. 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/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/ 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/http://schmidtocean.org/person/joseph-montoya/ Resources you could use:

25. Talk by her about her upbringing and her work mapping the ocean floor (8 mins): http://www.thehistorymakers.com/program/african-american-perspectives 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 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_wri ght 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:

26. GALLERY WALK 1.What can we do in class and on-line to develop science identity in our students? 2.What can we do outside of class to develop science identity in our students? 3.What can we do in class and on-line to increase a student’s science self- efficacy? 4.What can we do outside of class to increase a student’s science self- efficacy? 5.What can we do in class and on-line to develop an understanding of what a geoscientist does? 6.What can we do outside of class to develop an understanding of what a geoscientist does? Count off 1- 6, Start at your number – 3 mins/topic http://serc.carleton.edu/sage2yc/workshops/june2016/workspace/careers.html CAREER IDEAS FROM THE WORKSHOP REGISTRATION IN PARTICIPANT WORK SPACE:

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

28. TIME FOR REFLECTION – in your journals What will you do to help your students build a science identity? What will you do to build a student’s science self-efficacy with respect to the geosciences? What will you do to infuse geoscience career information throughout your teaching?