Resources To Support Student Diversity in the School of Earth and Sustainability

Read the SES Statement on Diversity, Equity, and Inclusion and the SES Code of Conduct for respectful and inclusive interactions in all learning and research settings. You can also view a large list of resources to support diversity in teaching and research (both in classrooms and in the field)!

Community and Support

Looking to connect with other students who share your background, culture, or interests? Join the NAU SACNAS Chapter for a community of undergraduate and graduate students from a truly diverse range of backgrounds in STEM! The NAU SACNAS Chapter can also connect you to other support resources like other clubs and organizations, funding for research, and resources like the Office of Inclusion or the Native American Cultural Center or the Office for Indigenous Student Success.

Research and Careers

Wondering how to get involved in research in STEM fields (Science, Technology, Engineering and Mathematics)? Or looking for an internship learning how Tribal communities are approaching environmental problems and solutions? Check out the NAU Diversity in STEM Co-operative (DiSCO) to find groups with funding and opportunities to help you build your experience and explore your career path!

Interested in graduate school?  Check out this excellent presentation by NAU SES PhD Student Aubrey LaPlante from 9/18/24 with advice on the application process and more!

Change making

See something that needs improvement to support diversity and inclusion in SES or at NAU? We’d love to hear about it in whatever way feels best to you. You can talk to your professors or graduate program coordinators or advisors, or you can reach out to the Office of Inclusion or the Native American Cultural Center or the Office for Indigenous Student Success.

School of Earth and Sustainability Statement on Diversity, Equity, and Inclusion

The School of Earth and Sustainability (SES) is committed to cultivating an environment where people of all backgrounds and identities are welcomed and treated with equity and respect. In SES, we value diversity in race and ethnicity; gender identity, expression, and sexual orientation; socio-economic and cultural background; religious beliefs; physical abilities; ages; nationalities; and life experiences. We celebrate the unique identities and perspectives in our community and continually strive to increase diversity and inclusivity in our school.

We remain mindful in our efforts of the entrenched dynamics, behaviors, and beliefs historically known to be present in STEM fields. SES stands committed to removing such institutional barriers that may prevent participation from underrepresented groups. We recognize these barriers as a disservice both to the Earth and Environmental Sciences and to individuals from underrepresented groups who may feel discouraged from participating in these fields. As such, SES is taking intentional, deliberate, communal action to ensure a more inclusive atmosphere that is actively anti-racist, while continually striving to improve policies and procedures that reflect this ethos. As Northern Arizona University occupies homelands sacred to 11 tribes, we are especially committed to increasing representation and inclusion of Indigenous people in SES, along with the inclusion of people from other underrepresented groups; we believe we all stand to share and learn in a reciprocal manner from our unique perspectives. Furthermore, we recognize the need to acknowledge and change exploitative colonial practices of resource and information extraction from Indigenous lands and peoples around the world.

In our diversity, equity, and inclusion efforts, we are committed to the following:

1. Re-examining elitism and bias that favors white, western ways of knowing in the environmental movement, as well as in associated research and policy-making. We are doing this by:

• Increasing the number and frequency of invited speakers, advisors, and mentors from underrepresented groups, including bringing professionals into lower-division majors classes;
• Increasing the number of course readings by authors from underrepresented groups;
• Increasing the inclusion of Indigenous knowledge in our curriculum and invited speakers;
• Increasing the number of students from underrepresented groups who are enrolled, retained, and graduated from SES programs;
• Supporting programs on campus that actively create opportunities for students in underrepresented groups (see above), by responding to calls to provide research opportunities and advertising these widely to our students;
• Improving awareness of opportunities in the Earth and Environmental Sciences in K-12 schools.

2. Including options and accommodations in field course curriculum that make these courses accessible to all. In doing so, we also aim to broaden the conception of Earth and Environmental Science education and engagement to include laboratory and other analytical approaches in addition to field opportunities.
3. Increasing, supporting, retaining and advancing underrepresented faculty, staff and administrators, as described in the NAU Diversity Strategic Plan.
4. Ascribing value to improving diversity in our community, and increasing awareness, discussion, and understanding of institutional barriers. We are doing this by sustaining and nurturing the SES Diversity and Inclusion committee, and by developing a Code of Conduct to better define valued boundaries and behaviors, while recognizing that unacceptable conduct has an impact, regardless of intent.

Several of these actions are promoted and described in further detail in our School’s Strategic Plan. We encourage suggestions on how to advance our efforts regarding diversity, equity, and inclusion. If you have thoughts on this topic, please contact Sara Souther or Leah Marshall, the co-chairs of the Diversity and Inclusion Committee.