This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
SAGE 2YCSupporting and Advancing
Geoscience Education inTwo-year Colleges
Broadening Access to STEM and Geoscience through Support for the
Whole StudentJohn R. McDaris – SERC, Carleton CollegeCathryn A. Manduca – SERC, Carleton CollegeR. Heather Macdonald – College of William and Mary
This work is supported by the National Science Foundation (NSF) by grants from the Division of Undergraduate Education to the InTeGrate Project (DUE 1125331) and to the SAGE 2YC Project (DUE 1122592, 1122640, 1122660, and 1122737)
Current DemographicsSAGE
2YC
2002 2012 Change
All BS Degrees 1,308,970 1,810,647 +38.3%
STEM 415,983 589,330 +41.7%
Geoscience 3,984 5,865 +47.2%
Geoscience (Minority) 534 1,152 +115.7%
Growth in BS Degrees: 2002-2012
Minority share of Geoscience BS Degrees:2002 – 13.4% 2012 – 19.6%
Minority share of college enrollment:2000 – 29.2% 2011 – 38.8%
Percentage of women (Geoscience BS)2002 – 42.7% 2012 – 39.1%
Based on data from:National Science Foundation - Women, Minorities, and Persons with Disabilities in Science and Engineering andNational Center for Education Statistics – Fast Facts
Many Kinds of “Underrepresented”
SAGE 2YC
• ethnic and racial minorities• women• cultural minorities• first generation college students• people with disabilities• veterans and active duty military
personnel• people of low socioeconomic status • LGBTQ individuals• other groups that are not represented in
the geosciences in proportion to their abundance in society.
Support the Whole StudentSAGE
2YC
Supporting the Whole StudentSAGE
2YC
Jolly, E.J., P.B. Campbell, L. Perlman (2004). Engagement, Capacity and Continuity: A Trilogy for Student Success. A Report Commissioned by the GE Foundation.http://www.smm.org/static/about/ecc_paper.pdf
Engagement: Having an orientation to the sciences and/or quantitative disciplines that includes such qualities as awareness, interest, and motivation
Capacity: Possessing the acquired knowledge and skills needed to advance to increasingly rigorous content in the sciences and quantitative disciplines
Continuity: Institutional and programmatic opportunities, material resources, and guidance that support advancement to increasingly rigorous content in the sciences and quantitative disciplines
The ECC Model
SAGE 2YC
Strategies for Stimulating Engagement
Providing Research ExperiencesCreating a Sense of Community
Engaging Societal IssuesInfo on Geoscience Careers
SAGE 2YC
Strategies for Developing Capacity
SAGE 2YC
Strategies for Supporting ContinuityPractice Good Advising and Mentoring
Support for Geoscience Transfer Students
Whole Student at Program Level
Attract New Students: How does a program attract new students into college degrees which contain substantial geoscience content?
Support through Graduation: What kinds of support structures are in place to help students be successful in reaching their degree? These could be, financial, academic, social, etc.
Prepare for the Workforce: What are students being prepared to do when they graduate? What aspects of your program help them get there?
Whole Student at Program Level
MSI Total Institutions
Those with “geo-like” degrees
HBCU 107 18 17%
HSI 367 120 33%
Tribal College 32 12 38%
508 150 30%
The Website Survey
Soil Science
Paleontology
Oil and Gas Technology/Petroleum En-gineering
Oceanography
Natural and Physical Sciences
Mineral Engineering
Marine Science
Hydrology and Water Resources
Geophysics
Geology/Geoscience/Geological Science
Environmental Sustainability
Environmental Science
Environmental Geology
Environmental Engineering
Earth System Science
Earth Science/Geoscience Education
Earth Science
Earth and Planetary Science
Earth and Environmental Science
Civil and Environmental Engineering
Atmospheric Science and Meteorology
0 20 40 60 80 100 120
Distribution of Degree Program Titles
AAASAASASTBABSMinor/CertUnknown
Number of Degrees
Degree Type
The Website Survey
Physics
Interdisciplinary
Geo/Env
Engineering
Chemistry
Biology
0 10 20 30 40 50 60 70 80
Distribution of Academic Units
Number
Water Resources Management
Oil and Gas Technology
Geology/Geoscience/Geological Sciences
Geography and Geo*/Env*
Geography
Environmental Science/Studies
Earth, Space, and Environmental Science
Earth, Space, and Aviation Science
Earth, Environmental, and Geospatial Science
Earth Systems Science and Environmental Engineering
Earth Science
Earth and the Environment
Earth and Planetary Science
Earth and Environmental Science
Earth and Atmospheric Science
0 2 4 6 8 10 12 14 16 18 20
Geo/Env Academic Units
Number
Technology
STEM (2 or more of S,T,E, or M)
Science and Environmental Policy
Science
Physics and Geo*
Physical Science
Physical and Earth/Env*
Physical and Biological Science
Natural Science
Natural Resources
Math and Physics
Interdisciplinary Programs
Biology and Geo*/Env*
Arts and Sciences
Agriculture and Environmental Science
0 5 10 15 20 25
Interdisciplinary Academic Units
Number
Program Profiles
SAGE 2YC
Program ProfilesAttracting Minority Students:
• Both kinds of institutions do Outreach to High School teachers and students but MSI report doing so at almost twice the rate.
• MSIs report a larger emphasis on Career Options available in the geosciences than non-MSIs.
• Both types of institution use Introductory Courses to attract new majors.Supporting Majors:
• Funding and Academic Support are reported more often by MSIs but are strong for both categories.
• Sense of community and Mentoring and Advising are reported more often by non-MSIs but are strong for both categories.
Preparing Students for Careers/Higher Degrees:Research Opportunities are use by both kinds of institution, but MSIs report more extensive use than non-MSIs. In addition:
• MSIs report an emphasis on Internships and Real-world Experiences, and Courses Teaching Specific Skills.
• Non-MSIs report an emphasis on Networking and Recruitment Events, and Comprehensive Curricula.
SAGE 2YC
Questions?
SAGE 2YCSupporting the Whole Studentserc.carleton.edu/sage2yc/studentsuccess/whole_student.html
InTeGrateSupporting the Whole Studentserc.carleton.edu/integrate/programs/diversity/whole_student.html
This work is supported by the National Science Foundation (NSF) by grants from the Division of Undergraduate Education to the InTeGrate Project (DUE 1125331) and to the SAGE 2YC Project (DUE 1122592, 1122640, 1122660, and 1122737)