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Sea Grant’s Community Engaged Internship

Expanding participation and cultivating belonging in coastal and ocean sciences

Bibliographic Data

ID13056080
AuthorsMona Behl (0000-0001-9788-4575, University of Georgia, corresponding author), Jane Harrison (0000-0002-8162-088X, North Carolina State University), Maya Walton (University of Hawaiʻi at Mānoa), Catherine M Riseng (University of Michigan), Catherine Riseng, Deidre M Peroff (0000-0001-7738-256X, Wisconsin Sea Grant), Hallee Meltzer (0000-0002-9897-7631, National Oceanic and Atmospheric Administration), Emily Maung-Douglass (Delaware Sea Grant), Susan Lovelace (South Carolina Sea Grant Consortium), Samuel J Lake (0000-0002-2214-9776, University of Virginia), Maddie Kennedy (National Oceanic and Atmospheric Administration), Sarah Kolesar (0000-0002-9799-101X, Oregon State University), J I Schmidt (0000-0002-5232-8521, University of Alaska Fairbanks), Guillermo Giannico (0000-0002-4354-2390, Oregon State University), Karen Demeester (0000-0003-4924-7269, University of Georgia), Brooke Carney (National Oceanic and Atmospheric Administration), Linda Chilton (University of Southern California Sea Grant), Matthew Bethel (0000-0001-7206-4677, Louisiana State University)
Year2024
Volume14
Issue3
Pages581-593
Publication date2024-07-14
Open AccessYes
TypeARTICLE
VenueJournal of Environmental Studies and Sciences (JOURNAL)
Journal identifiersISSN: 2190-6491 • E-ISSN: 2190-6483
PublisherSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s13412-024-00943-z
OpenAlexW4400614961
LanguageEN
Citations received4
References cited19

Indigenous · Internship · Medical education · Mentorship · Outreach · Political science · Professional development · Public relations · Sociology · Career Development and Diversity · Indigenous and Place-Based Education · Medicine · Service-Learning and Community Engagement · Ecology

  • Who Gets to Belong in Chemistry? A Decolonization Perspective Informed by Dominant Group Theory

    Open Access•Zakiya Wilson-Kennedy, Raeshan D Davis et al.•Education Sciences•2026

  • Building undergraduate STEM identity, confidence and skills through prosocial research

    Open Access•Tania M Schusler, Ping Jing et al.•Journal of Environmental Studies…•2026

  • Do Community-Based Learning Experiences in STEM Encourage Students From Historically Underrepresented Backgrounds to Pursue STEM? A Mixed-Methods Systematic Review

    Open Access•Jesse Akman, Kelsey S Bitting et al.•Journal of Experiential Education•2026

  • Introduction

    Open Access•Michelle L Larkins•Journal of Environmental Studies…•2024

  • Increasing Persistence of College Students in STEM

    Open Access•M Graham, Mark J Graham et al.•Science•2013

  • Persistence of Underrepresented Minorities in STEM Fields

    Open Access•Dina Ghazzawi, Donna Pattison et al.•Frontiers in Education•2021

  • The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy

    Open Access•Holly Holloway-Friesen•Journal of Hispanic Higher…•2019

  • Articulating communities

    Open Access•J L Lemke•Journal of Research in Science…•2001

  • Developing an integrated self

    Moin Syed•Developmental Psychology•2010

  • Becoming a scientist

    Open Access•Anne‐barrie Hunter, Sandra L Laursen et al.•Science Education•2006

Citations per year2
Citation span2024 - 2026 (3)
Highly citedNo

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