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Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science
  • +26
  • Sarah Fortner,
  • Cathryn Manduca,
  • Hendratta Ali,
  • Casey Morrisroe Saup,
  • Samuel Cornelius Nyarko,
  • Shannon Othus-Gault,
  • Viranga Perera,
  • Vincent C H Tong,
  • Anne Gold,
  • Tanya Furman,
  • Leilani Arthurs,
  • Bridget K. Mulvey,
  • Kristen St. John,
  • Joel Greene Singley,
  • Elijah Thomas Johnson,
  • Molly Witter,
  • Rebecca L Batchelor,
  • Deron T. Carter,
  • M. Chantale Damas,
  • Lynsey Lemay,
  • Karen M. Layou,
  • Russanne D Low,
  • Hui-Hui Wang,
  • Kai Olson-Sawyer,
  • Amy Pallant,
  • Katherine Ryker,
  • Laura Lukes,
  • Nicole D LaDue,
  • Katrien van der Hoeven Kraft
Sarah Fortner
Carleton College

Corresponding Author:[email protected]

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Cathryn Manduca
Carleton College
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Hendratta Ali
Fort Hays State University
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Casey Morrisroe Saup
The Ohio State University
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Samuel Cornelius Nyarko
Indiana University-Purdue University Indianapolis
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Shannon Othus-Gault
Chemeketa Community College
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Viranga Perera
The University of Texas at Austin
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Vincent C H Tong
Department of Geography and Environmental Sciences
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Anne Gold
CIRES- University of Colorado- Boulder
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Tanya Furman
Department of Geosciences
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Leilani Arthurs
University of Nebraska–Lincoln
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Bridget K. Mulvey
Kent State University
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Kristen St. John
James Madison University
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Joel Greene Singley
Colorado School of Mines
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Elijah Thomas Johnson
Auburn University
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Molly Witter
University of Akron
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Rebecca L Batchelor
CIRES- University of Colorado- Boulder
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Deron T. Carter
Linn-Benton Community College
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M. Chantale Damas
CUNY Queensborough Community College
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Lynsey Lemay
Thomas Nelson Community College
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Karen M. Layou
Reynolds Community College
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Russanne D Low
Institute for Global Environmental Strategies
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Hui-Hui Wang
Purdue University
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Kai Olson-Sawyer
GRACE Communications Foundation
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Amy Pallant
The Concord Consortium
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Katherine Ryker
University of South Carolina
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Laura Lukes
University of British Columbia
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Nicole D LaDue
Northern Illinois University
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Katrien van der Hoeven Kraft
Whatcom Community College
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Abstract

Practitioners and researchers in geoscience education embrace ICON (Integrated, Coordinated, Open science, and Networked) principles and have a history of using them to create and share educational resources, to move forward collective priorities, and to learn from one another. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity. This can be used to support ICON processes and improve the coproduction of knowledge between geoscientists and diverse communities. Geoscience is an important part of the knowledge needed to advance equity 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, that support leadership and full participation of systemically non-dominant groups, and that enable global discussions and collaborations.