Author(s):
Geoscience is one of the least diverse disciplines in science, technology, engineering and mathematics (STEM). One pathway to change this statistic is to leverage the growth in STEM by engaging non-traditional students in geoscience work. Specifically, in this presentation we discuss the definitions of the proposed coined terms traditional and non-traditional geoscience (spoiler alert! indeed many of US in geoscience are non-traditional by many definitions of the word). Furthemore, we discuss methods devised at the University of Maryland, College Park to restructure and develop an introductory 15 week geoscience course with inclusive, warm-climate, student-centered learning techniques known to enhance interest and improve retention while engaging non-traditional geoscience majors. The course has been integrated into the long-term UMD curriculum, and is part of a larger learning ecosystem. Furthermore we discuss the extracurricular experiences learning about geoscience workforce opportunities.
Coauthors
Candice Duncan – cduncan1@umd.edu
