April 26th |12pm Pacific Time (3pm Eastern Time)
RSVP Coming Soon
Geoscience field courses that explicitly recruit students from underserved identities have a critical responsibility to create inclusive communities in which to learn and connect. In this talk and discussion, Dr. Anita Marshall and Yesenia Arroyo will share approaches to building inclusive communities with examples from GeoSPACE, an accessible and inclusive planetary geoscience field course and mentoring program to increase the number of students with disabilities that continue in geosciences beyond undergraduate studies. The hybrid and accessible format of the field course provides a unique setting in which to explore how students who are traditionally excluded from field experiences build community and a sense of belonging, and what instructors can do to encourage those connections.
Dr. Anita Marshall
University of Florida, Gainesville/Lecturer, Department of Geological Sciences
Dr. Anita Marshall is a geoscience education researcher with interests in disability inclusion, academic and social engagement in STEM, and the cultural aspects of the geosciences. She is a Lecturer in the Department of Geological Sciences at the University of Florida, Gainesville, and the Executive Director of the International Association for Geoscience Diversity (theIAGD.org), a non-profit with the mission to improve inclusion in the geoscience for people with disabilities. Dr. Marshall leads the GeoSPACE program – an inclusive field course for students with disabilities and other marginalized identities. Her work is informed by her experiences as a disabled geoscientist, a member of the Choctaw Nation of Oklahoma, and her own non-traditional academic path. Find Anita on Twitter @BakingSodaVolc.
GeoSPACE/Geologist and Program Manager
Yesenia Arroyo (they/she) is a geologist and program manager for GeoSPACE, a planetary geology and volcanology field course. Initially a college dropout, Yesenia returned to the University of Florida to complete a Bachelor’s degree in Geology in 2021 and hopes to pursue an advanced degree in science communication and planetary geology to study volcanism across the solar system. Yesenia’s nontraditional academic trajectory has allowed them to work in various places, like the Orlando Science Center and Kennedy Space Center. As a result, Yesenia is very vocal about their shortcomings, hoping to destigmatize the conversation around failure in academia and create space for those with similar nonlinear paths. As a science communicator, Yesenia believes science is for everyone; folks just need the right interpreter. They have developed programs and content for the Orlando Public Library, the Staten Island Museum, and Moment of Um, a science podcast. Find them on Twitter @_vividreams or online at senarroyo.com.
January 26th |9am Pacific Time (12pm Eastern Time)
Doing fieldwork can help students to understand complex processes and phenomena in natural settings. In the field, students have the opportunity to learn scientific methods and reasoning, enhance metacognitive skills, and develop tacit and embodied knowledge, such as how to handle instruments and conduct observations.
In this talk and discussion, we will explore how learning in the field includes tacit ways of knowing and how tacit knowledge intersects with cultural discourses around fieldwork. We will particularly focus on students’ negotiations of belonging and identity in relation to being in the field.
Dr. Malm’s talk will be 25 minutes long, followed by a facilitated discussion.
Dr. Rie Hjørnegaard Malm
University of Copenhagen/Postdoctoral Researcher
Rie Hjørnegaard Malm is a Postdoctoral Researcher in Science Education at University of Copenhagen in Denmark. With a background in Earth Science and Science Education, her research aims to understand the intersections of disciplinary culture, students’ learning and identity work in Higher Education Earth Science. Rie has conducted ethnographic observations of students and researchers in the field both in the Arctic and across Europe. Rie also enjoys sorting her rock collection, knitting, and road biking.
Click below to view the recording of this discussion.
Being and Becoming in the Field Q&A
November 2, 2022 | 11am Pacific Time (2pm Eastern Time)
Increasingly sense of belonging is being considered in field course research, design and practice. This talk, drawing from a case study of an introductory field research course, will explore what sense of belonging means in this context and why it is a vital component for increasing inclusivity, equity, diversity, and access in field courses. Join us for a discussion of when and how intentional field course design/research/practice can support this and what questions we need to be asking to promote sense of belonging for ALL.
Alexandra’s presentation will be 30 minutes long followed by a facilitated discussion.
University of California Santa Cruz/Ph.D. Candidate in Education
Alexandra Race is a Ph.D. Candidate in Education at UC Santa Cruz. She explores the intersections of exclusionary forces in science education to understand potential pathways towards inclusive, equitable, and justice-oriented science pedagogy. Her current research explores field-based/nature-based education and the work being done by teachers, researchers, community organizations, and scientists to support equitable field-based education in K-12 and higher education settings. Three things that bring her joy are thrifting vintage clothing, collecting rocks, and her cat Mabel.
Click below to view the recording of this discussion.