Community science is a collaboration between scientists and communities including their citizens and their leaders. In this collaboration, the scientists and communities together determine the questions to be studied, the approaches to be taken, and the interpretation of the results. Such a collaboration requires a foundation of scientific literacy within the community to enable both individuals and the community as whole to access the needed scientific understanding and to participate in the scientific process. It also requires that scientists and educators learn about the knowledge, values, norms, and priorities of the communities in which they are working—a kind of scientific community literacy. The EarthConnections Alliance supports the engagement of educational institutions and programs in community science while building community science literacy and scientific community literacy. The EarthConnections Alliance is formed of regional groups that are invested in linking geoscience learning and community service across grade levels within their communities as well as program partners who have expertise needed to create these learning opportunities. All members share a vision of creating learning pathways with four critical elements: 1) they connect opportunities to learn geoscience with opportunities to use this knowledge in service to the local community; 2) they link geoscience learning opportunities and learners across grade levels; 3) they use signposting and mentoring to guide and support students; and 4) they lead to local employment opportunities and geoscience-related careers. Initial funding for EarthConnections explored the creation of regional pathways in diverse sites across the country, the development of strategies and tools for supporting pathway development, and mechanisms for sharing resources and expertise within the Alliance. Over 125 individuals and groups are now engaged in this effort. Further information is available on the EarthConnections website: serc.carleton.edu/EarthConnections.html.

Computational geoscience courses often combine domain science, math, programming, and hardware instrumentation. Ensuring students master all those skills can be daunting for professors, as well as for students who tackle these hybrid classes. Through a series of 3-day in-person workshops, faculty across the geoscience disciplines and allied science fields have collaborated to produce on-line teaching resources and a community of peers to support these multi-faceted but essential Geoscience courses. These resources support Geoscience and Science educators seeking to update their curriculum and even create whole new courses. Topics addressed include approaches to teaching, best practices for working group design, empowering students to self-advocate, building computational skills optimally, and coordinating curriculum across a department and even cross-departments. This e-lightning talk will show the resources available to educators – teaching activities including MATLAB code, presentations on teaching approaches, and course curriculum, among others. It will also highlight relevant MathWorks tools for learning and teaching, from online videos, to free, interactive MATLAB tutorials (MATLAB Onramp and more), to autograding software for MATLAB code (MATLAB Grader), with associated publicly available homework problem sets. Attendees will learn where and how to access these online resources, share their teaching challenges, and participate in future workshops.

The National Geoscience Faculty Survey (NGFS) was designed to probe how faculty teach in undergraduate geoscience courses, learn about pedagogy and instructional content, and participate in the geoscience education and research communities. The survey has been administered four times in 2004 (n = 2207), 2009 (n = 2874), 2012 (n = 2466), and 2016 (n = 2615). The original survey was developed as part of On the Cutting Edge, a National Science Foundation (NSF)-funded professional development program for geoscience faculty sponsored by the National Association of Geoscience Teachers (NAGT). The 2016 survey was developed by a research team involving leadership of On the Cutting Edge, InTeGrate, and SAGE 2YC, with support from their NSF grants. The NGFS dataset is a unique and valuable longitudinal resource. One of our strategies for providing access to NGFS data is to publish a free-to-download report with response frequencies for all questions in order to make aggregate, baseline data available to the community and to place the NGFS in the context of other national datasets. The report consists of five chapters: 1) An introduction to the survey, including how it was designed and administered; 2) A description of survey respondents, including demographic data, the type and amount of teaching they do, and how they engage with the geoscience education and research communities; 3) The characteristics and topics of courses taught; 4) The teaching strategies used in introductory geoscience courses and courses for geoscience majors; and 5) How and why instructors learn about and change their teaching practices. Our demographic data suggest that the 2016 survey respondents represent about 25% of the population of college-level geoscience instructors in the US. The 2012 and 2016 respondents are a representative sample of the range of disciplines, institution types, and geographic locations of the larger population, but slightly overrepresent more senior faculty (professors and associate professors). Our analyses highlight differences in the nature of teaching and classroom practices between introductory and majors-level geoscience courses, and differences in participation in the geoscience community between instructors at different institution types (two-year vs. four-year).

Practitioners and researchers in geoscience education embrace ICON (Integrated, Coordinated, Open science, and Networked) principles and have a history of using them to create and share educational resources, to move forward collective priorities, and to learn from one another. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity. This can be used to support ICON processes and improve the coproduction of knowledge between geoscientists and diverse communities. Geoscience is an important part of the knowledge needed to advance equity at local to global scales. The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, that support leadership and full participation of systemically non-dominant groups, and that enable global discussions and collaborations.