Articles | Volume 5, issue 4
Geosci. Commun., 5, 355–361, 2022
https://doi.org/10.5194/gc-5-355-2022
Geosci. Commun., 5, 355–361, 2022
https://doi.org/10.5194/gc-5-355-2022
Research article
 | Highlight paper
14 Nov 2022
Research article  | Highlight paper | 14 Nov 2022

Building confidence in STEM students through breaking (unseen) barriers

Philip J. Heron and Jamie A. Williams

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Interactive discussion

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on egusphere-2022-16', Lucy Beattie, 09 Apr 2022
    • AC1: 'Reply on RC1', Philip Heron, 27 Jul 2022
  • CC1: 'Comment on egusphere-2022-16', Scott King, 12 May 2022
    • AC2: 'Reply on CC1', Philip Heron, 27 Jul 2022
  • RC2: 'Comment on egusphere-2022-16', Julie Jebsen, 16 May 2022
    • AC3: 'Reply on RC2', Philip Heron, 27 Jul 2022

Peer review completion

AR: Author's response | RR: Referee report | ED: Editor decision
ED: Publish subject to minor revisions (further review by editor) (19 Aug 2022) by Stephanie Zihms
AR by Philip Heron on behalf of the Authors (29 Aug 2022)  Author's response    Author's tracked changes    Manuscript
ED: Publish subject to technical corrections (07 Sep 2022) by Stephanie Zihms
ED: Publish subject to minor revisions (further review by editor) (15 Sep 2022) by John K. Hillier(Executive Editor)
AR by Philip Heron on behalf of the Authors (30 Sep 2022)  Author's response    Author's tracked changes    Manuscript
ED: Publish as is (14 Oct 2022) by Stephanie Zihms
ED: Publish subject to minor revisions (further review by editor) (14 Oct 2022) by Sam Illingworth(Executive Editor)
AR by Philip Heron on behalf of the Authors (14 Oct 2022)  Author's response    Author's tracked changes    Manuscript
ED: Publish as is (14 Oct 2022) by Sam Illingworth
ED: Publish as is (18 Oct 2022) by Sam Illingworth(Executive Editor)
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Executive editor
Great to highlight this again to show what the support from the Outreach Award did and to showcase the lessons from this work.
Short summary
Science, technology, engineering, and maths subjects have historically struggled to be inclusive to students from diverse backgrounds. We outline here an outreach course designed to improve critical thinking for people in prison. Based on course feedback, we share advice for working with students who do not engage in formal education – specifically those who have low self-confidence. We focus on how to create a classroom dynamic that is accessible, inclusive and relatable to all students.
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