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November 9, 2021

Learn about 50 Indigenous scientists through a 50-mile run by Dr. Lydia Jennings

Dr. Jennings refers to this as a Running with Purpose Project, but it is about so much more than running. It is about her journey as an Indigenous scholar. It is about the impacts of mining on Indigenous lands and the role of Indigenous communities and knowledge in these places and spaces. It is about raising the voices and identities of existing Indigenous scientists and at the same time paving the way for the Indigenous scholars of the future.

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November 7, 2021

The “golden line” as an inclusive and equitable classroom strategy

A “golden line” is an evidence-based instructional approach supports both academic and social-emotional learning (social, personal, cognitive, and knowledge-building), and is modeled to develop student academic identity, engagement, subject-area knowledge, and disciplinary literacy

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November 3, 2021

My journey to becoming an Outreach Officer on the JOIDES Resolution

I’ve been asked by several colleagues what exactly that means to be an Outreach Officer on a research vessel and how you become one to begin with – this post is a write up that details some of this information.

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August 31, 2021

All We Can Save book circles for the climate movement

Cover of book All We Can Save

Book circles provide the ideal structure for individuals to come together as a community and discuss climate solutions presented in the anthology All We Can Save

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August 20, 2021

Centering identity for inclusive teaching [AAAS-IUSE]

Imagine the impact this could have on your students (and how you might need to embed the activity and process the outcome). I encourage everyone to consider centering identity in their STEM courses, research groups, projects, and more.

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August 16, 2021

Unlearning Racism in Geoscience (URGE) — one pod leader’s experience

A group of two-year college faculty came together for the URGE program and generated a document of approaches and action items to deepen the knowledge and to implement strategies needed for the participation of BIPOC students and faculty in the geosciences.

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July 13, 2021

NASEM report – Call to Action for Science Education: Building Opportunity for the Future

“Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering, and mathematics (STEM) professionals.”

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June 25, 2021

Employer views on higher education – takeaways from the 2021 AAC&U report

Although our discipline provides excellent data from employers through the AGI Workforce documents and the recently-released Vision and Change in the Geosciences: The Future of Undergraduate Geoscience Education report, it is important to also step back and take a wider view. Not all of our students will enter geoscience careers or stay within them – workforce preparation for our students needs to take into consideration what employers outside the geosciences identify as areas that will help our students succeed, no matter which career they pursue.

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June 4, 2021

Take 5… grading for equity

The book “Grading for Equity” shares three pillars for equitable grading – accuracy, bias-resistant, and motivational. But we also need to make sure our classroom practices and assessments are also designed through an equitable lens.

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May 26, 2021

Geology Bites – a podcast with researchers sharing earth and space science

As we look to help students build a science identity and recognize the accomplishments of our colleagues, the Geology Bites podcast is a great addition to our toolkit for celebrating science and scientists.

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