Author(s):
Culturally relevant, place-based Earth science curricula addressing today’s societal issues can promote student engagement and motivation, especially for those from historically marginalized groups. In this project we created a cross-cultural geoscience learning ecosystem (GLE) in collaboration with Tribal elders and knowledge keepers from the Bad River Band of Lake Superior Chippewa (Mashkiziibii) and Red Cliff Band of Lake Superior Chippewa (Miskwaabikaang) in Northern Wisconsin. This project provided experiential learning opportunities for undergraduate students at sites within Tribal Lands with both cultural and scientific significance. A cohort of undergraduate research students from diverse identities and academic interests participated in this GLE from September 2021 to August 2023, participating in cross-disciplinary collaborative research projects addressing real-world issues. Participants appreciated the emphasis on collaborative problem-solving, interdisciplinary and intercultural communication, and the opportunity for culturally situated place-based learning. They found the GLE to be a safe and welcoming place for all identities and academic backgrounds, and reported developing a number of career competencies and skills, including communication, teamwork, and problem-solving skills from participating in the GLE. Even participants from non-STEM disciplinary backgrounds felt their intellectual contributions were valued and they were appreciated as group members.This GLE approach was intentional in creating a sense of belonging for all participants regardless of their identities or academic backgrounds. Such an ecosystem model can promote career readiness, increase student confidence, help develop their science identities, and improve persistence in STEM.
