Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations

Using an engagement lens to model active learning in the geosciences

“…We did not find exemplary studies that involve the interplay of behavioral, cognitive, and agentic (Region 9, Figure 1), for example. Many geoscientists were inspired by early experiences with volcanoes, oceans, fossils, or the weather (Hoffman et al, 2017;Houlton, 2010;LaDue & Pacheco, 2013;Levine et al, 2007;O'Connell & Holmes, 2011;Pugh et al, 2019;Sexton et al, 2018;Wolfe, 2018) indicating that emotional engagement is paramount to participation in the geosciences.…”

“…This can deter people who do not see themselves represented in the discipline (Bernard & Cooperdock, 2018;Hartten & LeMone, 2010). As a found major, many students discover the geosciences through an introductory course (Stokes et al, 2015), and as such community colleges are an important entry point into the geosciences (Wolfe, 2018). Students in an introductory geology class at community college reported lower incoming selfefficacy compared with those at research intensive university (van der Hoeven Kraft, 2014), suggesting we need creative approaches to increase engagement in the geosciences.…”

Applying an intersectionality lens to expand equity in the geosciences

“…John, 2018). To serve students of color in the institutions where they are more likely to enroll, attending to recruitment and retention practices and mutually beneficial partnerships with two-year and MSIs is warranted (Houser, Nunez, & Miller, 2018;McDaris, Manduca, Iverson, & Orr, 2017;Wolfe, 2018).…”

Developing Work‐Based Geosciences Learning Opportunities in a Hispanic‐Serving Institution

“…When familial support is limited, it is found to be related to the family's disconnect between knowing about what being a geoscience major involves and understanding the potential career opportunities and salary this course of study will lend itself to achieving (O'Connell & Holmes, ). Some research indicates that when geosciences faculty interact with undergraduate students and discuss career options and pathways, students have a higher likelihood of pursuing a degree in this field (Wolfe, ). Even when students select a STEM major like geosciences, studies have shown that their persistence in the major is related to their knowledge and abilities about job pathways and placement, especially among undergraduate students from underrepresented racial/ethnic backgrounds, like African‐Americans and Latinas/os (Chang, Sharkness, Hurtado, & Newman, ; Martin, ).…”