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Session Proposal: Advances and Progress in Fostering a Supportive Scientific Community for All (AGU25)

ED002
Advances and Progress in Fostering a Supportive Scientific Community for All

Session ID#: 250689

Session Description:
The health and vitality of any community relies on the health and vitality of the people who are there. The goal of this session is to promote efforts in the Earth and space science community fostering a supportive scientific space for people from all backgrounds. We encourage submissions from researchers and practitioners who are broadening participation and increasing retention by exploring the ways to optimize support of historically excluded groups. Submissions can include literature-supported programming and results, case studies, and theories and methodologies. Themes can include but are not limited to institutional accountability, student success and the learning environment, grassroots community initiatives,  increasing employment opportunity, and interpersonal behaviors and competencies. This session is organized by the Student and Early Career and DEIA working groups of the AGU Education Section and AGQ, the AGU LGBTQIA Affinity Community.
Index Terms:

0840 Evaluation and assessment [EDUCATION]
0845 Instructional tools [EDUCATION]
0855 Diversity [EDUCATION]
Primary Convener:  Raymond Leibensperger III, MS, University Heidelberg, Institute of Environmental Physics, Heidelberg, Germany and AGQ Affinity Group of AGU & Student and Early Career working group of the Education Section
Conveners:  Emma Stolinas, Pennsylvania State University, Department of Geosciences, University Park, PA, United States, Rebecca Colquhoun, University of Oxford, Department of Earth Sciences, Oxford, United Kingdom and AGQ Affinity Group of AGU & Student and Early Career working group of the Education Section
Student/Early Career Convener:  Glen Chua, NASA Goddard Institute for Space Studies, New York, United States and AGQ Affinity Group of AGU & Student and Early Career working group of the Education Section
 
Woods To Water (W2W): Leveraging the unique biodiversity of the Southeastern USA for postbaccalaureate training in ecology and resource management (1916812)
Arial Shogren1, Carla Atkinson2, Jeffery Cannon3, Heidi Benstead4, Nick Marzolf5, Rachel McGuire5, Gregory Starr6, Guy Fausnaught7, Christina L Staudhammer8, Beth Fugate9, Kaleb Heinrich4, Elicia Moss10 and Bill Pine4, (1)University of Alabama, Biological Sciences, Tuscaloosa, AL, United States, (2)University of Alabama, Biological Sciences, Tuscaloosa, United States, (3)Joseph W. Jones Ecological Research Center, Newton, United States, (4)University of Alabama, Tuscaloosa, United States, (5)The Jones Center at Ichauway, Newton, United States, (6)University of Alabama, Tuscaloosa, AL, United States, (7)National Ecological Observatory Network, Boulder, United States, (8)University of Alabama, Department of Biology, Tuscaloosa, United States, (9)National Ecological Observatory Network, Tuscaloosa, United States, (10)Alabama Agricultural and Mechanical University, Huntsville, United States
 
Bridging the Gap: The SEG LARAC Mentorship Program for Developing Core Skills in Latin American Geoscientists (1924437)
Marco Nieto1, Rocio Bernal-Olaya2 and Scott Sutherland1, (1)Society of Exploration Geophysicists, Latin American Regional Advisory Committee, Houston, United States, (2)Universidad Nacional de Colombia, Bogota, Colombia
 
High Impact Practices for Participants and Peer Mentor Tutors in the Physics Learning Center at the University of Wisconsin – Madison (1926334)
Susan M Nossal, University of Wisconsin Madison, Department of Physics, Madison, WI, United States, Eric Hooper, Univ Wisconsin Madison, Madison, WI, United States and Melissa Sikes, University of Wisconsin Madison, Physics, Madison, United States
 
Where Science Connects Us: Character Builds the Fabric of Learning and Success (1930991)
Titilola Akingbola1, Antony Kinyua2, Ezana Negusse2, Richard Damoah2, Adedayo Ariyibi3, Jonathan Wilson3, Eunice David Adesua4, Aduragbenro Adedapo1, Samuel Inuyomi1, Saroj Pramanik3, Uttam Gaulee5, Krishna Bista5, Oludare Owolabi6 and Oludare Owolabi, Antony Kinyua, Ezana Neguesse, Richard Damoah, Saroj Pramanik, Adedayo Ariyibi, Adegbenro Adedapo and Eunice David Adesua , (1)Morgan State University, School of Community Health and Policy Health, Baltimore, United States, (2)Morgan State University, Physics, Baltimore, United States, (3)Morgan State University, Biology, Baltimore, United States, (4)Morgan State University, Social Work, Baltimore, MD, United States, (5)Morgan State University, Advanced Studies, Leadership and Policy, Baltimore, United States, (6)Morgan State University, Civil and Environmental Engineering, Baltimore, United States
 
Facilitating community weather modeling for NOAA’s Earth Prediction Innovation Center (1948024)
Keven Blackman, Raytheon Technologies, Omaha, Nebraska, UNITED STATES and David Burrows, NOAA EPIC, Albany, United States
 
Exploring the Experiences of Pregnancy and Parenting on Female Doctoral Students in Geosciences: Challenges, Support, and Policy Development (1950192)
Fengyao Li, Boston College, Department of Earth and Environmental Sciences, Chestnut Hill, MA, United States, Summer Sherburne Hawkins, Boston College, School of Social Work, Chestnut Hill, United States, Noah P Snyder, Boston College, Department of Earth and Environmental Sciences, Chestnut Hill, United States, Bridget Livers Gonzalez, Boston College, Earth and Environmental Sciences, Chestnut Hill, United States and Nan Yang, Boston College, Chestnut Hill, United States
 
Fostering a Supportive Queer On-Campus Community through a Grassroots LGBTQ+ Employees Group & Colloquium (1959433)
Patrick Thomas, University of Dayton, Department of English, Dayton, United States, Sarah Virginia McKnight, University of Massachusetts Amherst, Amherst, United States and Luisa Ruge-Jones, University of Dayton, Department of Communication, Dayton, United States
 
Perspective-Taking as a Pedagogical Tool for Developing Interpersonal Competencies and Social Awareness in Geoscience Education (1961287)
Cielo Sharkus, Endicott College, School of Science & Technology, Beverly, United States and Nicholas Tooker, University of Massachusetts Amherst, Department of Civil and Environmental Engineering, Amherst, United States
 
Developing Inclusive Field Safety Practices Through Collaboration with Employee Network Groups (1962361)
Kenneth O'Donnell1, Keaton Belli2, Perri Silverhart1, Kate Villars3 and Mackenzie Cremeans4, (1)Geosyntec Consultants, Washington, D.C., United States, (2)Geosyntec Consultants, Oakland, United States, (3)Geosyntec Consultants, Columbus, United States, (4)Geosyntec Consultants, Kansas City, United States
 
Gaming to Better the Earth: A Community-Centered Framework for Earth Science Education Through Game Design (1966364)
Gabriel Alonso Serrato1, Katalina Salas1, Marc Garcia2 and Aaron A Velasco3, (1)University of Texas at El Paso, El Paso, TX, United States, (2)The University of Texas at El Paso, Department of Earth, Environmental, and Resource Sciences, El Paso, United States, (3)The University of Texas at El Paso, Department of Earth, Environmental, and Resource Sciences, El Paso, TX, United States
 
Increase awareness and engagement in environmental science through science seminar series and filed trip to Juneau, Alaska (1979269)
Li Zheng1, Binyan Yang2, Zexuan Cai3, Junhao Liu4, Shengzhuo Tang5, Chencan Shi6, Haoyuan Liu7, Linhao SHI5, Kecheng Wu8 and Minghao Jin9, (1)Eco-culture Protection Association, Secaucus, United States, (2)Qingdao HD Bilingual School, Qingdao, China, (3)The Second High School Attached to Beijing Normal University, Beijing, China, (4)Annie Wright School, Seattle, United States, (5)Shanghai Pinghe School, Shanghai, China, (6)High School Affiliated to Zhejiang Normal University, Jinhua, China, (7)Beijing No.2 High School, Beijing, China, (8)The Affiliated High School to Hangzhou Normal University, Hangzhou, China, (9)Houseton Academy of Secondary Education, Los Angeles, United States
 
Leveraging Cognitive-Based Emulation to Transform Equity and Developmental Challenges in STEM Education: Inspired by Recursive Neurodivergent Struggles and Critical Racial Theory (1863685)
Madison Newell, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States and Arsula Rajesh, The University of Texas at Dallas, Department of Physics,, Dallas, Richardson, TX, United States
 
Mapping Southeast Asian Climate Research Production: A Bibliometric Perspective (1893872)
Manuel Justin Custado, Brown University, Department of Earth, Environmental, and Planetary Sciences and Institute at Brown for Environment and Society, Providence, RI, United States; University of the Philippines, Institute of Environmental Science and Meteorology, Quezon City, Philippines and Emily HG H. G. Cooperdock, Brown University, Department of Earth, Environmental, and Planetary Sciences, Providence, United States
 
Empowering women in science: the transformative force of OWSD Honduras (1900085)
Dariana Isamel Avila Velasquez1,2, Antonella Rivera1,3, Yanely Marisol Canales - Ochoa1, María José Morales Gámez1,4, Karina Aquino Valle1, Virna López1,5, Yvelice Soraya Castillo Rosales1,6, Reyna Durón1,7, Gilda Oyuela1,8 and Liliana Nuñez1, (1)Organization for Women in Science for the Developing World (OWSD) Honduras Chapter, Tegucigalpa, Honduras, (2)Universitat Politècnica de València (UPV), IIAMA - Institute of Water and Environmental Engineering, Valencia, Spain, (3)Coral Reef Alliance - Western Caribbean. West End, Bay Islands, Honduras, (4)UFG-Universidade Federal de Goiás, Goiânia, Brazil, (5)Escuela de Biología, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras, (6)National Autonomous University of Honduras, Department of Astronomy and Astrophysics, Tegucigalpa, Honduras, (7)Research Director & Inst. Inv. One Health. Universidad Tecnológica Centroamericana, Tegucigalpa, Honduras, (8)Universidad Pedagogica Nacional Francisco Morazán, Depto. de Ciencias Naturales, Tegucigalpa, Honduras
 
Recommendations for promoting positive seagoing experiences for transgender scientists (Invited) (1857205)
Kay McMonigal, University of Alaska Fairbanks, College of Fisheries and Ocean Sciences, Fairbanks, AK, United States
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