AN ONLINE “CAREERS MODULE” TO RECRUIT UNDERGRADUATE STUDENTS INTO THE GEOSCIENCE WORKFORCE WITH UNIVERSAL DESIGN FOR LEARNING APPROACHES

Future career aspirations are often a critical element in the engagement and recruitment of geoscience majors, yet people with marginalized identities face barriers to success. Formal learning spaces seldom incorporate information about geoscience careers and how occupations integrate important aspects of one’s identity. However, many instructors face the challenge of curating career-directed content in their courses because commonly available materials either highlight a narrow band of job functions or showcase only a limited range of people as interested and able to do the work. To address these issues, we developed an asynchronous online “Careers Module” to increase representation of marginalized groups through introducing geoscience to first-year and sophomore level undergraduate students. The module frames geoscience and geophysics concepts by their impacts on society, highlights diverse role models in professions, and illustrates how different social identities can connect to specific career pathways. The module features videos about geoscience concepts that use inclusive language and diverse representation, skill-building activities such as active bystander intervention techniques, and discussion forums about diversity, equity and inclusion (DEI) topics, such as addressing impostor syndrome. Faculty who use the module with their existing curriculum will be given access to supplementary resources to help facilitate discussions about geophysics, geoscience careers, and the role that DEI plays in our discipline.

We piloted the module with 10 students located at a Historically Black College and University to gauge the effectiveness of the content on learning outcomes. We use pre- and post-surveys, self-reflection assessment questions, and discussion forum responses to evaluate the module. Preliminary data show discussion forums engage students to think critically about how their experiences relate to the geosciences and help students apply DEI topics to school and the geoscience career content. As a result, 2-3 non-geoscience majors have cited increased interest in the discipline and are considering pursuing a major or minor in the future.