288 Indigenous Teaching and Research in the Geosciences: Approaches to Indigenizing Geoscience Across Multiple Contexts

We will discuss the outcomes and evidence of successful approaches to Indigenous community-driven science. We invite abstracts on convergence research relating to water use, energy/mineral needs, climate change, STEM curricula, and Traditional Ecological Knowledge as they pertain to Native communities.

Wednesday, 22 October 2025
1:30 PM - 5:30 PM
HBGCC, 302A

Indigenous-Inclusive Design Factors Enhance Geoscience Identity

Paper number: 288-3
Program: Technical Sessions
Time: 2:05 PM – 2:20 PM

Authors

Abstract

The GeoConnections 2 (GC2) Project integrated three theoretical frameworks (the UFERN model, socioTransformative constructivism, and an Indigenous Research Framework) to create three inclusively-designed fieldwork experiences for a broad diversity of students. This resulted in the creation of intentionally-designed embodiments of Indigenous community cultural values we call “Indigenous-Inclusive Design Factors” (I-IDFs). Examples of I-IDFs include: trust-building, family + care, co-production, building agency, humility (e.g., diminished power structures), respect (e.g., maintaining an appropriate level of geoscience rigor) and intentional reciprocity. In this presentation, we report the results of a multi-method study to determine the impact of I-IDFs on geoscience identity, sense of belonging within the geoscience community, self-efficacy related to geoscience knowledge, and sources of social capital related to geoscience. We used a concurrent transformative research design to triangulate data collected from survey responses and interviews. To summarize the survey responses, we present a single case study to demonstrate the impact that I-IDFs had on the experience of a single participant who completed a survey before and after an inclusively-designed fieldwork experience. Interview audio files were transcribed and thematically analyzed, resulting in the identification of 9 unique themes: academic/research connections, career connections, community connections, cultural values, identities, logistics, pedagogies, real-world connections, and STEAM concepts. The final part of the presentation will present newly-identified Indigenous-Inclusive Design Factors that were recognized through the participants’ experience in GC2 activities.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-412173

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