A framework for addressing the lack of diversity in the Geosciences through evaluating the current structure of institutional efforts

Guhlincozzi, Aída; Cisneros, Julia

doi:10.1007/s10708-021-10418-1

Cited by 7 publications

(4 citation statements)

References 31 publications

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“…Second, the diversity and inclusion initiatives. Guhlincozzi and Cisneros (2022) proposed to build a community collaboration initiative through a camp for middle school girls. Women of color helped as counselors, and recruitment occurred during the camp.…”

Section: Current Approaches and Gapsmentioning

confidence: 99%

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

Elaksher,

Kotla

2024

JRIT

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PurposePhotogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.Design/methodology/approachIn this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.FindingsThe analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.Originality/valueThis is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

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Section: Current Approaches and Gapsmentioning

confidence: 99%

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

Elaksher,

Kotla

2024

JRIT

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“…The Earth sciences, including physical geography, remain disproportionately White with some of the least diverse racial and ethnic representation in academia (Basilio, 2021; Bernard and Cooperdock, 2018; Dowey et al, 2021). This situation has led to calls to increase diversity by removing barriers, enhancing visibility of career opportunities, providing mentoring, improving recruitment, ensuring accessibility, and targeting financial assistance (Dowey et al, 2021; Guhlincozzi and Cisneros, 2021; Lawrence and Dowey, 2021). While such efforts are necessary and valuable, it is incumbent upon physical geographers to heed the affirmations of marginalized people (DiAngelo, 2018).…”

Section: Future Placesmentioning

confidence: 99%

Whither physical geography Redux: Revisiting the place of physical geography in the United States

Rhoads

2022

Environment and Planning F

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The differentiation of human and physical geography is a fundamental distinction in Geography. This commentary examines the past, present, and possible future places of physical geography within Geography, focusing on the situation in the United States. Physical geography played a major role in the establishment of Geography as an academic discipline, but became marginalized soon thereafter. For the past 80 years, Geography in the United States has largely been a social science that has uneasily accommodated a natural-science component within it. Although somewhat healthy during the latter part of the 20th century, physical geography appears to be on the decline. In part, this situation reflects the social-science identity of Geography, a lack of adequate training of physical geographers in basic science and mathematics, as well as growing emphasis on research in geomorphology, climatology, and biogeography, the major subfields of physical geography, by cognate disciplines. The future of physical geography is in doubt: it could keep struggling to compete with better-trained scientists in cognate disciplines, evolve into a geospatial methods branch of the earth and environmental sciences, or pursue integrated research with human geographers to address Anthropocene concerns. Any of these paths forward has important implications for trying to sustain the process approach to inquiry that has underpinned research in physical geography since the 1950s. Regardless of how physical geography evolves, it needs to seriously address issues of equity, diversity, and inclusion. Doing so will only enhance whatever it becomes.

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“…Professor Shara Schanz (https://www.coloradocollege.edu/basics/contact/directory/people/schanz_sarah_anne.html), a terrestrial fluvial geomorphologist (Schanz & Montgomery, 2016, Schanz et al, 2018, 2019), teaches geomorphology to a diverse student population in the non‐traditional program at Colorado College, actively supporting their continued achievements, whether in graduate school or industry. Dr Julie Cisneros, in addition to conducting insightful fluvial sedimentology research (Cisneros et al, 2020), publishes on institutional factors and antiracist actions that can be deployed in our community (Ali et al, 2021; Guhlincozzi & Cisneros, 2021). Dr Aisha Morris, the third African American woman to receive a PhD in planetary science for her work on landforms resulting from rock–ice interactions (Morris & Mouginis‐Mark, 2006, Morris et al, 2008, 2010) is serving as a program director of Education and Human Resources at the National Science Foundation (NSF), where she continues the work of advancing the careers of students who are members of underrepresented groups (Wheeling, 2021).…”

Section: Conclusion and Future Opportunitiesmentioning

confidence: 99%

Foundational women in planetary geomorphology: Some contributions in fluvial, aeolian, and (cryo)volcanic subdisciplines

Burr

Diniega

Quick

et al. 2022

Earth Surf Processes Landf

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Despite undeserved challenges to participation in the field of planetary geomorphology, women have made significant contributions in the fluvial, aeolian, and (cryo)volcanic subdisciplines. In this work, some women-in particular, women of color-are highlighted to show a part of these foundational contributions. We focused on women scientists who were working in the latter half of the 20th century, a revolutionary time for terrestrial geomorphology and the inception of the discipline of planetary geomorphology. We also focused on women working in our scientific subdisciplines so that we could provide proper context for their work. These contributions have occurred both as discoveries in terrestrial geomorphology leading to follow-on discoveries in planetary geomorphology and through serving as educators and role models. With women increasingly achieving positions of influence both in the geo-and planetary sciences as in American society, this research allows us to celebrate these contributions of women and particularly women of color while looking forward to a more complete record of their past contributions and greater future achievements.(cryo)volcanism, aeolian, fluvial, planetary, women in geomorphology | INTRODUCTIONUndeserved challenges to their participation notwithstanding, women have repeatedly made foundational contributions to planetary geomorphology. These contributions may go unnoticed for various reasons, as has been documented for terrestrial geologists of the 19th and early 20th centuries (Vincent, 2020). The resulting misimpression-that such individuals, if they existed at all, made only marginal contributions-has recently been shown to be incorrect in the subdisciplines of glaciology (Hulbe et al., 2010), loess studies (Fitzsimmons et al., 2018), terrestrial geomorphology (Sack, 2004) and throughout the geosciences (Vincent, 2020). More generally, women in science are found to be less credited than men because their work is less known, less appreciated, or more ignored (Ross et al., 2022), and women are less likely to be offered speaking opportunites at conferneces (Ford et al., 2018).We here provide an overview of female scientists in three key areas of geomorphological study within a planetary science framework. This overview begins with terrestrial studies in research areas that became important planetary focal research areas, highlighting the work of women who have contributed mightily to the study of planetary geomorphology. These contributions include laying an immediate terrestrial groundwork for planetary studies, conducting planetary studies themselves, and/or serving as educators of geomorphology subdisciplines within underrepresented populations.

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A framework for addressing the lack of diversity in the Geosciences through evaluating the current structure of institutional efforts

Cited by 7 publications

References 31 publications

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

Modernizing the photogrammetry curriculum by integrating the entrepreneurial mindset, bio-inspired design and STEAM approach

Whither physical geography Redux: Revisiting the place of physical geography in the United States

Foundational women in planetary geomorphology: Some contributions in fluvial, aeolian, and (cryo)volcanic subdisciplines

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