The geosciences have a pervasive, persistent, and deeply troubling lack of diversity, despite the availability of a suite of well-documented, research-based strategies for broadening participation in STEM (Science, Technology, Engineering, and Mathematics). The pervasiveness, persistence, and depth of the problem indicate that the lack of diversity is systemic, and is embedded in the culture of our discipline, including in the academic departments where future geoscientists are educated. Shifting the demographics of our community will therefore require changing the culture of geoscience, including within our departments. Departmental change is possible and can be accelerated intentionally. Levers for cultural change include using data to illuminate the need; incentivizing the work that closes equity gaps and builds inclusive environments; and developing a departmental community of practice committed to just, equitable outcomes. Departmental discussion groups can facilitate and support both the development of a community of practice and the ongoing work of the community, including identifying context-appropriate solutions from the research literature. The SAGE 2YC project (Supporting and Advancing Geoscience Education at Two-Year Colleges) has used discussion groups to raise awareness and understanding of the factors leading to homogeneity in the geoscience community and of the strategies for achieving equity and inclusion. SAGE 2YC participants have successfully closed or narrowed equity gaps. As scientists, we have the skills necessary to gather, analyze, and interpret relevant data and to evaluate the efficacy of strategies we implement. As humans, we have the moral and ethical responsibility to do this work to improve equity and inclusion in STEM.

Faculty development is often under-emphasized in community colleges (or 2-year colleges; 2YCs). This research reports on data collected from a National Science Foundation (NSF) project involving 2YC geoscience faculty as “change agents.” We studied 22 geoscience faculty involved in a NSF funded longitudinal project that focused on three project strands: supporting academic success of all students; facilitating professional pathways of students in geoscience and STEM; and broadening participation in the geosciences. The participants were involved in intensive professional development (PD) workshops that were supplemented by virtual activities. Using situated learning and adult learning theory as theoretical frameworks, we discuss connections between faculty as learners and effective practices for faculty development toward evidence-based teaching and learning practices. Based on baseline interview data with individual faculty prior to their involvement as change agents, we found that faculty members’ disciplinary background influenced how the participants approached their own learning. Using participants’ reflections and workshop feedback, we found that the situated learning that occurred during the PD sessions and change agent team meetings was supported by the opportunity to apply new teaching strategies into current classes and other aspects of their faculty work. This study concluded that leveraging adult learning theories provides enhanced opportunities for the occurrence of situated learning for faculty members.

Purpose: This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. Second, participatory leadership rhetoric emerged as a trend at the turn of the century. Third, women do the bulk of the writing about women leaders. Finally, ideal worker norms still prevail. The roots of authoritative leadership retain a strong hold in community colleges and intentional actions are required to achieve real change in constructions of leadership.

Objective/Research Question: This paper reports on data collected in a multi-year National Science Foundation grant project involving a professional development (PD) model built to support community college faculty as change agents (CAs). The research question was: How do disciplinary communities of practice (CoP) emerge among community college faculty working in teams? Methods: This research employed a mixed-method design. Data collection included interviews, focus-group sessions, reflective journals, observations, end-of-workshop evaluations, survey data with the 23 geoscience faculty CA, and data from a national survey. Data analysis used the principles of CoP. Results: When compared to other community college geoscience faculty nationally, the participants in our study reported greater levels of behaviors characteristic of CoP. The CoP emerged due to network building and resource sharing within the PD. The findings highlight the significance of structured PD on the development of robust disciplinary CoP. The initial orientation of CAs, existing institutional structures, and cultures of community colleges influenced the CoP. Putting lessons learned into practice, sharing outcomes, and leading regional PD for others contributed to strengthening of the CoP. Conclusions/Contributions: Intentional PD catalyzed the emergence of strong CoP among the community college geoscience faculty participants. The opportunities to connect with disciplinary colleagues teaching in community colleges who shared an interest in supporting student success and improving teaching practices and the opportunity to share lessons learned contributed to the CoP. Structured interactions, critical reflection, and leading colleagues in PD supported developing, maintaining, and growing the CoP.