132-4 Structuring Belonging in Geosciences Through Continuous Cohort Support, Mentorship, and Experiential Learning and Reflection.

Session: Diversifying Geoscience Education Across the Academic Playing Field: Using Creative Methods to Foster the Current and Next Generations of Geoscience Professionals, Part II

Presenting Author:

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Abstract:

The Jackson Scholars Program at the Jackson School of Geosciences offers a replicable model for diversifying geoscience education through inclusive, cohort-based programming that integrates academic, professional, and field-based development. Open to any geology major who demonstrates enthusiasm and potential through two application essays, the program encourages early engagement by prioritizing first- and second-year applicants, who remain active through graduation. Currently serving over 15% of JSG undergraduates, the program builds a large, diverse, and multilevel cohort outside the traditional boundaries of GPA-based programs.

Students participate in a structured program that includes professional internships, research, community outreach, leadership development, or study abroad—completing at least three of these experiences before graduation. Each experience is followed by a required reflection essay and contributes to a public-facing e-portfolio that emphasizes identity formation, science communication, and the translation of experiential learning into professional skills. Through a spring seminar and peer mentorship, we further support community-building and career development.

An integral component of the program is a series of annually alternating domestic and international field trips that deepen geoscientific learning, strengthen peer networks, and expand students’ sense of belonging in the discipline. Two types of trips are offered: (1) expeditions centered on authentic geologic research and data collection, and (2) foundational experiences at historically significant geologic sites such as Scotland and the Italian Dolomites. Each trip includes pre-departure seminars, student-authored field guides, and field presentations. First-year through senior students travel together, fostering a culture of collaboration and layered learning.

These field experiences complement traditional field training. They are designed to reduce barriers, promote collaboration, and provide immersive, inquiry-driven encounters with geoscience in practice. All expenses are covered to eliminate financial barriers, with many trips funded through collaborative broader impacts embedded in NSF research grants. Now in its 7^th year, the program provides a durable platform for integrating broader impacts into long-term student development. Program outcomes show that these experiences are powerful drivers of student identity, persistence, and ownership of geoscience knowledge. The program’s design aligns with recent recommendations from the National Academies (2023) emphasizing culturally responsive, community-centered, and inclusive learning environments.

By embedding accessibility, mentorship, and reflection across multiple experiential dimensions, the Jackson Scholars Program reframes who participates in geoscience and how meaningful learning occurs.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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