GSA Annual Meeting in Indianapolis, Indiana, USA - 2018

Paper No. 101-8
Presentation Time: 9:00 AM-6:30 PM

TEAM-BASED COMMUNITY OUTREACH: A TOOL FOR DEVELOPING SCIENTIFIC IDENTITY AND SOCIAL BELONGING IN TRAINEES AND PROMOTING GEOSCIENCE LITERACY


KRUYTHOFF, Ashley A.1, STOKES, Mellisha1, BATEMAN, Jesse B.2, MARADIAGA, Ingrid L.2, LINZ, Marianna3, ADEBIYI, Adeyemi3, JESMOK, Greg4, UPADHYAY, Deepshikha2, GLASER, Emily3, ULRICH, Robert N.2, BRICKER, Hayley5, MODHA, Jasper3, RAMIREZ, Venezia3, WASHINGTON, Lenny3, KELLEY-COSIO, Anne Marie3, BHAGWANDIN, Dayanni2, ARNOLD, Alexandrea J.2, FLORES, Randy2, SANTI, Lauren2, PETRUZELLI, Nicholas6, LUCARELLI, Jamie2 and TRIPATI, Aradhna7, (1)University of California Los Angeles, The Center for Diverse Leadership in Science, LOS ANGELES, CA 90095, (2)Department of Earth, Planetary, and Space Sciences, University of California, Los Angeles, 595 Charles Young Drive East, Los Angeles, CA 90095, (3)University of California Los Angeles, Los Angles, CA 90095, (4)Department of Earth, Planetary, and Space Sciences, Departments of Atmospheric and Oceanic Sciences, Institute of the Environment and Sustainability, Institute of Geophysics and Planetary Physics, University of California, Los Angeles, 595 Charles Young Drive East, Box 951567, Los Angeles, CA 90095, (5)Department of Earth, Planetary and Space Sciences, University of California, Los Angeles, 595 Charles E. Young Dr. East, Los Angeles, CA 90095, (6)Temple University, Philadelphia, PA 19122, (7)Department of Earth, Planetary, and Space Sciences, Department of Atmospheric and Oceanic Sciences, Institute of the Environment and Sustainability, Institute of Geophysics and Planetary Physics, University of California, Los Angeles, 595 Charles Young Drive East, Box 951567, Los Angeles, CA 90095

As part of the Center for Diverse Leadership in Science, student and postdoctoral fellows propose, support, and lead community engagement programs that promote diversity and inclusion and/or improve awareness of geoscience/environmental science, in ways that are personally meaningful to them. Trainees are encouraged to work in teams to plan outreach activities, and are supported by staff and faculty, for several reasons. First, involvement in outreach programs facilitates the development of scientific identity, engages communities within and outside of the university, and fosters leadership skills. It promotes the development of scientific identity because those who participate in outreach have an opportunity to serve as teachers and improve their scientific understanding because they continually revisit concepts they have learned. Additionally, active learning is supported by engaging in outreach because it enables all fellows to participate in learning conversations. It is also an opportunity for community involvement and for highlighting diverse role models, and therefore should be a powerful tool for retaining underrepresented trainees in STEM. We promote a team-based approach to foster social belonging and the development of networks, and because diversity within a working group of any kind leads to more successful collaboration, which in turn leads to innovation. Some of the innovative programs of outreach our teams created include: Climate Currents, Diversi-TEA and Courageous Coffee, Youth Education and Empowerment in Earth and Environmental Science (Y4ES), Environmental Justice and First Nations, Environmental Science without Borders (ESWB), and Community College Outreach.