ED23A:
Climate Literacy: Engaging Faculty and Students at Minority Serving Institutions in STEM: Successful Approaches I Posters

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Session ID#: 23325

Session Description:

Climate change is arguably the most urgent problem facing the world today, and solutions will require a diverse, informed citizenry with a good grasp of STEM skills. Greater diversity among experts is also needed; yet minority students are vastly underrepresented in STEM fields, and even though STEM fields are growing, numbers of minorities employed in those positions have not kept up with that growth. What steps are needed to increase participation of minority students in STEM fields of study? Are there unique methods needed for students enrolled at minority serving institutions? Which faculty professional development programs have helped enhance STEM coursework at MSIs? How do we engage minority students early in STEM programs? How do we provide minority STEM field role models? What approaches have been successful?

We welcome papers that share faculty experiences, resources and lessons learned teaching climate science and engaging minority students in STEM courses and careers.

Primary Convener:  Louise T Huffman, Dartmouth College, Thayer School of Engineering, Hanover, NH, United States
Conveners:  Wendy E Abshire, University Corporation for Atmospheric Research, Boulder, CO, United States and Elizabeth W. Mills, American Meteorological Society, Education Program, Washington, DC, United States
Chairs:  Wendy E Abshire, American Meteorological Society, Education Program, Washington, DC, United States and Louise T Huffman, Dartmouth College, Thayer School of Engineering, Hanover, NH, United States
OSPA Liaison:  Elizabeth W. Mills, American Meteorological Society, Education Program, Washington, DC, United States
Index Terms:

0810 Post-secondary education [EDUCATION]
0825 Teaching methods [EDUCATION]
0845 Instructional tools [EDUCATION]
0855 Diversity [EDUCATION]

Abstracts Submitted to this Session:

The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning. (229748)
Josetta Arnold, Edward Waters College, Jacksonville, FL, United States, Felicia Wider-Lewis, Edward Waters College, Mathematics, Jacksonville, FL, United States and Alieen Miller-Jenkins, Edward Waters College, Science, Jacksonville, FL, United States
Climate Literacy: Progress in Climate and Global Change Undergraduate Courses in Meteorology and Earth System Science Programs at Jackson State University (273745)
Suseela Remata Reddy, Jackson State Univ, Physics, Atmospheric Sciences and Geoscience, Jackson, MS, United States, Francis Tuluri, Jackson State University, Clinton, MS, United States and Mehri Fadavi, Jackson State University, Jackson, MS, United States
Enhancing STEM coursework at MSIs through the AMS Climate Studies Diversity Project (228659)
Wendy E Abshire1, Elizabeth W. Mills1, Scott W. Slough2, James A Brey1, Ira W. Geer3 and Kira A. Nugnes1, (1)American Meteorological Society, Education Program, Washington, DC, United States, (2)Stephen F. Austin State University (Retired), Nacogdoches, TX, United States, (3)American Meteorological Society (retired), Education Program, Washington, DC, United States
AMS Climate Studies Diversity Project and its Relationship to a Concentration in STEM Discipline at Alabama A&M University (300953)
Jacob Oluwoye, Alabama A & M University, Normal, AL, United States

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