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Teaching for Earth Resilience: A Strategy

for Increased Diversity and Equity

Sarah K. Fortner, Geology Dept. and Environmental Science Program, Wittenberg University, Springfield, Ohio 45501, USA;
Cathryn A. Manduca, Science Education Resource Center, Carleton College, Northfield, Minnesota 55057, USA; Laura A. Guertin,
Dept. of Earth Science, Penn State Brandywine, Media, Pennsylvania 19063, USA; David W. Szymanski, Dept. of Natural and
Applied Sciences, Bentley University, Waltham, Massachusetts 02452, USA; and Joshua Villalobos, El Paso Community College,
El Paso, Texas 79998, USA

INTRODUCTION that disproportionately impact underrep-
The geosciences fall behind all other resented and marginalized populations,
reporting science, technology, engineering, calls for a curriculum that goes beyond
and math (STEM) fields in graduation rates our traditional view of core competencies
of underrepresented minorities (URM) (e.g., Mosher et al., 2014). Outcomes in
(Wilson, 2017). Improving diversity and communities will be determined by how
inclusion in our profession is important not well our graduates can navigate codes,
only to meet the demand of our workforce, laws, and power structures, as well as
it is critical for improving community and their ability to work across disciplines,
policy outcomes. For this reason, we sug- cultures, and identities. Those working on
gest that geoscience educators adopt a focus earth-resilience challenges (e.g., disaster
on earth resilience and the approaches it response) navigate these challenges by
requires. Earth resilience is the ability to working in and with the communities and
equitably, justly, and sustainably manage, engaging them in all aspects of project
plan, and adapt to resource challenges at development (e.g., NRC, 2012). Outcomes Figure 1. An earth-resilience approach to geo-
science education features an intentional focus
local to global scales. The work of earth improve when barriers to participation on improving underrepresented minority (URM)
resilience professionals (e.g., disaster plan- are reduced and efforts incorporate the student and community outcomes. Within our
courses, active and culturally situated learning
ning, environmental justice) calls for more interests and strategies that resonant with co-delivers disciplinary and civic skills and
than disciplinary skills and habits; it relies communities (NRC, 2012). Education habits needed to improve community out-
comes. Networks expand entryways, mentors,
on empowering the talents of underrepre- that engages students in communities representation, resources, and opportunities
sented and marginalized communities and to address resilience priorities provides for URM students.
networking to improve outcomes. Drawing a mechanism for developing these skills.
from these strategies, earth educators might Within our courses, active, societally
support more diverse and inclusive geosci- and culturally relevant engagement pro- non-URM students (Garibay, 2015). The
ences by (1) connecting with URM students vides students with the skills and habits InTeGrate Project (https://serc.carleton
through culturally and societally relevant needed for both geoscience and social .edu/integrate/) offers insight into how to
curriculum that builds the disciplinary and change. Active learning (e.g., low stakes join the skills and habits identified by
civic skills and habits needed for social practice of skills and habits) reduces dis- professionals with the skills and habits
change, and (2) creating networks that proportionately high URM student failure needed for social change (Gosselin et al.,
expand entry points, mentoring, representa- rates in STEM disciplines (Freeman et al., 2019). Openly available course modules
tion, and career preparation (Fig. 1). We 2014). The historically black colleges and engage students in evaluating the reliabil-
describe examples of strategies that begin universities geosciences working group ity of information (e.g., Carbon, Climate
to empower URM students and call for has also identified a need to incorporate and Energy Resources), analyzing justice
greater investment on their behalf. culturally (e.g., Pan-African) and soci- issues (e.g., Environmental Justice and
etally relevant content that appeals to Freshwater Resources), mirroring the
CURRICULUM FOR SOCIAL diverse students (Archer et al., 2019). community participatory process (e.g.,
CHANGE More than 50% of URM STEM students Food as the Foundation for Healthy
Equitably and justly addressing chal- surveyed rated working for social change Communities), and connecting earth
lenges like climate change, natural disas- as an “essential” or “very important” pro- challenges to governance and ethics
ters, air quality, water quality, challenges fessional goal, significantly more than (e.g., Lead in the Environment).

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