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Summary

History of Funding

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GEOPAths:IN track activities include, but are not limited to, the following:

• Providing experiences that help pre-college students transition more successfully into undergraduate geoscience programs.
• Creating mechanisms to engage students with sensory, physical, or intellectual disabilities, including less apparent” disabilities in accessible field and research experiences.
• Creating summer bridge programs that expose incoming undergraduate freshmen to the geosciences.
• Leveraging science centers, museums, aquaria, etc. to expose home-schooled pre-college students to geoscience content and opportunities.
• Creating mechanisms to engage upper-level high school or community college students in experiences that demonstrate the geosciences as a viable career path before applying for college admission or transfer to a 4-year program.
• Providing experiences for teachers to gain geoscience content for use in the classroom

GEOPAths:UP track activities include, but are not limited to, the following: 

• Providing students with service-learning or community-based opportunities related to the geosciences.
• Establishing and conducting novel support programs aimed at retaining diverse students in geosciences.
• Partnering with large research facilities, to provide students with hands-on training and experience using sophisticated geoscience instrumentation, large data sets, and/or models.
• Engaging students in large, ongoing, and separately funded field-based research campaigns and subsequent data analysis and synthesis.
• Creating competitions and prizes that offer capstone experiences at large or unique geoscience research facilities.
• Leveraging large research infrastructure (e.g., ships, geophysical facilities) to expose students from high schools, community colleges and nongeoscience majors to geoscience content and opportunities.
• Establishing new multi-year, academic-year geoscience research opportunities for cohorts of undergraduate students at the awardee institution.
• Creating summer bridge programs that expose incoming undergraduate freshmen to geosciences.
• Offering accessible field research experiences for students with sensory, physical, or intellectual disabilities; this includes intentional engagement of students with less apparent” disabilities, high functioning undergraduate students on the autism spectrum, and students in STEP-like transition programs [
• Supporting research experiences for individuals (e.g., veterans) at the undergraduate level who want to enter or re-enter the geosciences after an interruption in their academic training

GEOPAths:GO track activities include, but are not limited to, the following:

• Creating mentored geoscience-related internships, externships, certificate or apprenticeship programs in collaboration with the private sector.
• Convening small conferences or strategic planning activities to establish new organizational collaborations.
• Designing and testing novel bridge programs that help post-undergraduate students from non-geoscience fields transition into geoscience graduate programs.
• Creating enrichment programs that develop skills required by the evolving job market for geoscientists and increase their entry into jobs classified as geoscience.
• Fostering career-aligned collaborations between academia and the local private sector or state/local government that facilitate transitions between undergraduate/graduate programs and the geoscience workforce.
• Developing content for virtual research experiences that link to the evolving nature of the modern work environment

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