Browsing by Author "Damas, M. Chantale"

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    Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science
    (Wiley, 2022) Fortner, Sarah K.; Manduca, Cathryn A.; Ali, Hendratta N.; Saup, Casey M.; Nyarko, Samuel Cornelius; Othus-Gault, Shannon; Perera, Viranga; Tong, Vincent C. H.; Gold, Anne U.; Furman, Tanya; Arthurs, Leilani; Mulvey, Bridget K.; St. John, Kristen; Singley, Joel G.; Johnson, Elijah Thomas; Witter, Molly; Batchelor, Rebecca L.; Carter, Deron T.; Damas, M. Chantale; LeMay, Lynsey; Layou, Karen M.; Low, Russanne; Wang, Hui Hui; Olson-Sawyer, Kai; Pallant, Amy; Ryker, Katherine; Lukes, Laura; LaDue, Nicole; Ryker, Katherine; van der Hoeven Kraft, Kaatje J.; Earth and Environmental Sciences, School of Science
    Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer-learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co-created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues 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, support leadership and full participation of systemically non-dominant groups and enable global discussions and collaborations.