SPOTLIGHTS AND STORIES: IMPROVING REPRESENTATION AND ENGAGEMENT IN INTRODUCTORY GEOSCIENCE COURSES THROUGH INCLUSIVE AND CULTURALLY RESPONSIVE APPROACHES

The persistent lack of diversity in the geosciences is linked to the discipline’s roots in colonialism, imperialism, and racism. Inclusive approaches are needed to improve representation of diverse individuals in the field. Many pressing issues in society, such as climate change and natural hazards, disproportionately harm marginalized communities; it is critical that we do more to reach underrepresented populations. Georgia State University, a minority-serving institution in downtown Atlanta, is well-positioned to impact geosciences instruction in a way that better reflects not only the diversity of our student body, but our world. Here, we present our “Spotlights and Stories” initiative, that we are developing for introductory courses. By using inclusive and culturally responsive pedagogy in this intervention, we hope students will be better able to see themselves in the field by learning about diverse individuals who are not represented in most textbooks. We wish to show students in entry-level courses that there are others like them who were/are successful, who are making a difference in geosciences, and that no matter their major, class content is relevant to their lives. Thus, promoting further involvement/interest in the discipline by seeking to better engage and include women, people of color, queer identities, neurodivergent individuals, and other often excluded groups.

Our work was inspired by existing “spotlight” models, but we developed an approach that focused on historical figures, modern scientists/change-makers, and our own GSU alumni. We researched scientific works and online biographies but also interviewed our alumni. We created content students could identify with and connect real-life examples to their classes. So far, 18 spotlights have been created. Targeted courses for use include Geology I & II, Weather & Climate, Landforms, and Environmental Science I & II. We continue to enhance and add to our materials; pilot data from Fall 2023 will inform next steps. We look forward to sharing examples of work to date and feedback from students. We plan to improve and expand on this effort in 2024, do research on the effectiveness of the approach, and publish our materials for educators to use beyond GSU. We hope to encourage other institutions to adopt inclusive strategies to geosciences instruction.