An NAGT Planning Workshop to Increase Participation and Leadership of Two-Year College Faculty in the Geoscience Education Community

全国地球科学教师协会（NAGT）将举行为期两天的规划研讨会，讨论战略并制定一项行动计划，以增加两年制院校教师在地球科学教育界的参与和领导作用。在改革地球科学教育的努力中，增加两年制学院教师的参与是至关重要的。目前，在所有攻读科学和数学专业的本科生中，有近一半的人就读于两年制院校。此外，两年制院校对于未来K-12教师的科学和数学准备，在职教师的专业发展，以及增加代表性不足的少数民族在地球科学领域的参与都至关重要。除此之外，地球系统教育数字图书馆（DLESE）的发展为整个地球科学社区和更大的综合科学界提供了许多机会，两年制院校需要成为这些努力的全面合作伙伴。然而，两年制学院的教师在地球科学教育界的参与是有限的。鉴于两年制大学教师在地球科学教育中的重要作用，他们必须更好地融入地球科学教育界，无论是在参与方面还是在领导方面。规划研讨会将为两年制学院的教师和四年制学院的教师提供一个论坛，以讨论和制定战略，从而使两年制学院的教师在地球科学教育界得到更大的整合。研讨会将提供一个机会，分享两年制学院教师职业生涯中的挑战和机遇，确定具体战略，减少一些两年制学院地球科学教师的专业孤立感，制定计划，增加两年制学院地球科学教育教师的专业发展和领导机会。讨论与四年制学院和大学/学院合作的成功（和失败），考虑促进与两年制学院教师沟通的策略，并计划在第二年举行的两年制学院教师领导会议。研讨会还将由其他专业协会的代表就他们如何解决两年制教师问题作简要介绍。在规划研讨会之前，所有与会者将以电子方式讨论两年制大学地球科学教师面临的主要问题，讨论提高地球科学和地球科学教育界的参与度和领导力的策略，并对研讨会议程作出回应。计划研讨会的参与者将带着一份行动计划离开研讨会，以增加两年制教师参与更大的地球科学教育界的各种活动。

The National Association of Geoscience Teachers (NAGT) will hold a two-day planning workshop to discuss strategies and develop an action plan for increasing the participation and leadership of two-year institution faculty in the geoscience education community. It is critically important to increase the participation of two-year institution faculty in efforts to reform geoscience education. Nearly half of all undergraduate students currently studying sciences and mathematics are enrolled at two-year institutions. Furthermore, two-year institutions are critically important in the science and mathematics preparation of future K-12 teachers, in the professional development of in-service teachers, and in increasing the participation of underrepresented minorities in the geosciences. Beyond this, the development of the Digital Library for Earth System Education (DLESE) presents many opportunities for the entire geoscience community and the larger integrative science community, and the two-year institutions need to be full partners in these efforts. However, participation of two-year institution faculty in the geoscience education community has been limited. Given the important role of two-year institution faculty in geoscience education, they must be better integrated into the geoscience education community, both in terms of participation and in terms of leadership.The planning workshop will provide a forum for bridging two-year institution faculty and four-year institution faculty to discuss and develop strategies that will result in greater integration of two-year institution faculty in the geoscience education community. The workshop will provide an opportunity to share the challenges and opportunities of the professional life of two-year institution faculty members, identify specific strategies that would reduce the professional isolation felt by some two-year institution geoscience faculty members, develop plans to increase the professional development and leadership opportunities of two-year institution faculty members in geoscience education, discuss successes (and failures) of collaborations with four-year institutions and universities/faculties, consider strategies for fostering communications to two-year institution faculty, and plan a leadership conference for two-year institution faculty that would be held in the following year. The workshop will also include brief presentations by representatives from other professional societies regarding their approach to two-year faculty issues. Prior to the planning workshop, all participants will discuss electronically the major issues faced by two-year institution geoscience faculty, discuss strategies for increasing participation and leadership in the geoscience and geoscience education community, and respond to the workshop agenda. The participants in the planning workshop will leave the workshop with an action plan for increasing the involvement of two-year faculty in various activities of the larger geoscience education community.