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A recurrent theme in the geosciences is the persistent need for more student demographic diversity, especially in academic programs. A strategy to make the geosciences inclusive and motivating for one marginalized group may not succeed with another, requiring the search for new approaches. The Geoscience Ambassadors, an extracurricular program for undergraduate and graduate students at The University of Texas at Austin, explored the value of involving students in the essential work of social and cultural transformation in the geosciences. The program aimed to empower the next generation of geoscientists to learn about, communicate and challenge ideas about what it means to be a geoscientist. Students explored their unique pathways into the geosciences using an autobiographical narrative approach. In taking on the role of Geoscience Ambassador, students translated their pathway experiences into influential personal stories and inspirational videos tailored for different audiences, and they designed a changemaking activity for a community of their choice. Evaluation addressed program implementation and program value to students using participation metrics, participant observation, participant interviews, and a focus group. Value was identified in the impact on ambassadors' personal growth: self-efficacy, geoscience identity, leadership identity, sense of accomplishment, and satisfaction with their perceived impact on their chosen community. We conclude that with preparation and guidance, students can be empowered to play a critical role in changing the geosciences by sharing their pathway stories, mentoring other geoscience students, and engaging in social and cultural transformation. We propose design principles for refining and adapting the approach to changemaking in other contexts and at scale.
Ellins et al. (Mon,) studied this question.