This article presents a synthesis of personalization of learning strategies as extracted from 16 school district proposals funded in the 2012 Race to the Top (RTT-D) federal grant program. Personalization of learning strategies fell into six overall themes: digital learning materials and courses, data and data systems, curriculum and teaching, repurposed learning facilities, human capital, and professional development. For each theme, the article offers a summary, exemplars from the district proposals, and additional recommended resources.

Many STEM disciplines rely on experiential or applied-learning courses, camps, workshops, etc. to recruit and engage students. Field-based experiences are particularly important for those disciplines focused on readily observable Earth features and processes. Studies by Tanamachi et al. (2020), Milrad and Herbster (2017), and Barrett and Woods (2012 all show that undergraduate students gain a deeper understanding of scientific principles through field experiences. Unfortunately, field courses present significant barriers to participation for people who have job or family obligations, financial constraints, and need access to physical, learning, or other accommodations, as well as LGBTQ+ students with concerns about sleeping arrangements. Recent news and articles on field safety in the geosciences have highlighted the dangers facing students of minoritized identities related to race, ethnicity, sexual orientation, gender identity, religious affiliation, and disability. At-risk individuals report experiencing refused service, slurs and harassment, sexual and other assaults, and having the police called on them. This is leading to discussions in the scientific community and strategies to protect people of marginalized identities in the field.In recent years, the authors have discussed the feasibility of offering a live-streamed storm-chase course. The initial reaction of many colleagues was rather negative. Concerns included the lack of physically experiencing sensible weather, such as in-person views of storms, sounds of the wind and thunder, sharp changes in humidity and temperature, and smells such as petrichor. There was also