The study of inland waters - Limnology - is full of fascinating women who have vastly contributed to our understanding of these valuable ecosystems. Although women’s visibility was low during the early years of Limnology, it has increased over time. Nowadays, women represent half of the early-career limnologists in Europe. However, as in many other fields, their scientific contributions have been traditionally neglected from schools to universities (i.e., the Matilda effect). The project “Gender LimnoEdu”, developed by the Gender&Science AIL group and funded by EGU (2020), aims to increase the visibility of women in Limnology and related subjects - such as Ecology, Hydrology or other Geosciences - in academic courses and lectures. We have created a set of online ready-to-use resources: (1) a self-evaluation form to detect gender biases and raise self-awareness for teachers of Limnology and Geosciences courses (the form is applicable to a wide range of courses and disciplines), (2) teaching nutshells highlighting key female limnologists (and their history) to help lecturers to acknowledge the role of women in Limnology in their courses, and (3) a complete teaching unit about the past and present situation of women in the field of Limnology. All these resources are freely available (https://www.genderlimno.org). Here, we will present this toolbox of resources and guide you on how to use them for your teaching needs. Moreover, we will share the preliminary results of the self-evaluation form to showcase how gender-fair Limnology lessons in high-education courses are. We welcome everybody to take it! https://www.genderlimno.org/gender-fair-lessons.html

How to cite: Poblador, S., Anton-Pardo, M., Bartrons, M., Benito, X., Bernal, S., Bohorquez Bedoya, E., Cañedo-Argüelles, M., Catalán, N., Fernandes, I., Freixa, A., Genua-Olmedo, A., León-Palmero, E., Lupon, A., Mendoza-Lera, C., Pastor, A., Rodríguez-Lozano, P., Zufiaurre, A., and Sánchez-Montoya, M. M.: Is my teaching gender-fair? A self-assessment questionnaire., EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-12182, https://doi.org/10.5194/egusphere-egu24-12182, 2024.

Combining an academic career with caretaking responsibilities is an often-overlooked challenge. Juggling the workload, conference attendance, or the potential requirement to move to a new job all become more demanding when children or other caretaking responsibilities are a part of your life. We, members of the Young Hydrology Society (YHS), wanted to hear some views from academic parents in hydrology. What are the challenges they face, what is their advice to other parents and what systematic changes would they like to see? This non-scientific initiative gathered responses from academics within the hydrology community from different parts of the world at different career stages, including PhD candidates, postdoctoral researchers, assistant professors, and group leaders. The survey revealed diverse challenges and strategies employed by academic parents to balance their professional and personal lives. We identified a complex interplay of personal, institutional, and cultural factors that influence these experiences in academia. A common theme across responses was the strategic timing of parenthood, often aligned with phases of planning security, such as after having won a longer-term grant. Despite the varying international backgrounds, many responses highlighted the supportive role of national policies, particularly in countries like Sweden, which offer substantial parental support and flexible work arrangements. However, challenges such as reduced research productivity, lack of support to attend conferences, and the need to relocate were frequently mentioned as limiting factors for career development and progression. Among the strategies employed to minimise these challenges, we highlight adjusting work schedules, reducing workloads, and relying on support from partners and extended family. Childcare distribution varied, with many striving for an equitable split between partners, though this was often influenced by career demands and cultural standards or expectations. The responses also contained suggestions for systemic improvement, including extended childcare facilities at conferences, more flexible job contracts, and institutional support for parents, particularly during fieldwork and conferences. While there are notable advancements in some areas, there remains a significant need for systemic changes to better support academic parents and ensure a more inclusive and equitable academic environment. It is fundamental to highlight, however, that the results of this initiative do not capture the entire spectrum of experiences faced by those with caretaking responsibilities, and that our survey is likely to be biased towards ECS who still were engaged and successful in their work. We aim to release these results as a series of blog posts on the YHS webpage (https://younghs.com/blog/) to disseminate this topic with the main aim of offering valuable reassurance to current and future parents in academia facing similar challenges.

How to cite: Spieler, D., Stein, L., and Nóbrega, R.: Navigating parenthood as an early career scientist: insights and challenges from hydrological sciences, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-9435, https://doi.org/10.5194/egusphere-egu24-9435, 2024.

The International Association of Hydrogeologists (IAH) is a scientific and educational charitable organisation for scientists, engineers, water managers and other professionals working in the fields of groundwater resources planning, management and protection. Comprising various commissions and networks, IAH engages in activities such as contributing to groundwater science, outreach, education, and training. While IAH takes meaningful steps towards equity, diversity, inclusion, and accessibility, recognising the importance of putting these principles into practice, it is essential to acknowledge that there are still numerous challenges and barriers that need to be addressed. It is worth noting that IAH shares similar challenges with many other organisations and associations in navigating the path towards greater equity, diversity, and inclusion. Therefore, the establishment of a dedicated working group became imperative to address and overcome these challenges effectively.

The Socio-Hydrogeology Network (IAH-SHG), an official IAH network, aims to integrate social sciences into hydrogeological research, and has two active working groups: the Working Group on Groundwater and Gender, and the newly established Equity, Diversity, Inclusion, and Accessibility (EDIA) Working Group. This group is designed to further enhance the EDIA landscape within the IAH and beyond. It is the result of collaborative endeavours, extensive discussions, and productive meetings within the IAH and IAH-SHG, and it builds on the work and experience of the Working Group on Groundwater and Gender and the IAH-SHG in general. We will showcase the key insights gained from our IAH-SHG experiences and demonstrate how we applied these lessons to facilitate the establishment of the EDIA Working Group.

By harnessing the power of collective effort, the EDIA Working Group aims to foster a positive impact that resonates throughout the IAH and wider hydrogeological community. We will present our experience regarding the pivotal role of networks, such as IAH-SHG, in advancing equity, diversity, inclusion, and addressing barriers within the geosciences. We will also share our plans for collaboration with other IAH commissions, networks, IAH members, and other individuals (i.e. membership in the IAH is not a prerequisite for individuals interested in joining the IAH-SHG or any of its working groups), as well as ideas and recommendations for new and innovative strategies to identify and overcome barriers. Furthermore, we will share the EDIA Working Group's experience so far, providing insights that may be valuable for other associations, organisations, and groups facing similar challenges.

How to cite: Vucinic, L., Re, V., Zambelli, B., Frommen, T., Ajia, F., and Limaye, S.: Promoting and Supporting Equity, Diversity, Inclusion, and Accessibility: A Collaborative Approach in the Hydrogeological Community and Beyond, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-11929, https://doi.org/10.5194/egusphere-egu24-11929, 2024.

Many universities openly pledge commitments to improving diversity, with science, technology, engineering, and math (STEM) fields receiving significant attention. Despite these efforts, geoscience remains one of the least diverse fields in STEM. This recognition has prompted an increase in studies stressing the systemic lack of representation across the field and the barriers that exist for those within. However, much of this work has been limited by the use of demographic datasets that have been either passively collected or derived from government sources. Constraints include country-specific data collection policies, failures to collect field-specific data, and the absence of additional information necessary for intersectional analysis. Advancing diversity, equity, and inclusion (DEI) in our field requires meaningful datasets that clearly identify social inequalities. Limited, incomplete, or anecdotal data are too easily dismissed by those in power, stalling constructive efforts.

In Canada, demographic data is not regularly collected at academic institutions and is seldom field-specific. This absence of data undermines efforts to identify the current state of diversity in the field and prioritise initiatives for improvement. Collecting comprehensive demographic data is a crucial step in determining whether progress is evident. It can also help to highlight areas of concern, especially in fields lacking in diversity, such as geoscience. To address this absence of data, we disseminated a 22-question demographic survey to 35 academic geoscience departments across Canada in late 2022.

We received 482 eligible responses to the survey, accounting for approximately 20% of the research population. Overall, men make up a slight majority across all respondents (53%), and the percentage of individuals who identify as white (73%) is greater than the national average (67%). Additionally, results shows that research students (MSc and PhD) are a diverse group, while salaried positions (postdoc, research staff and faculty) lack diversity in a wide range of categories including, gender, race, LGBTQ+, Indigeneity, and disability. Moreover, tenured positions are overwhelmingly occupied by white men, with racial inequalities prominent in the data.

These data highlight several areas of concern in the academic career path. The transition from research student to salaried research remains a clear area of concern, while the tenure process appears to continually favour white able-bodied cisgender men. Moreover, the representation of Indigenous persons and those with self-identified disabilities remains very low. Solutions require institutional changes to recruitment, tenure applications, postdoctoral hiring, field work design, and mentoring practices. Importantly, they also require changes to how we collect and analyse demographic datasets in geoscience, as a continued reliance on data that is passively collected or obtained from government sources will continue to limit our abilities to identify areas of concern and create effective strategies.

How to cite: Jess, S., Heer, E., and Schoenbohm, L.: Active demographic data collection in geoscience: results, implications, and recommendations from a survey of Canadian academia  , EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-12643, https://doi.org/10.5194/egusphere-egu24-12643, 2024.

The American Geophysical Union understands an expansive and inclusive geoscience community is key to furthering knowledge about the Earth and the universe and finding solutions to current societal challenges. Though the geosciences have historically been dominated by a few homogenous groups, the collaborative and global nature of our science impels us to change our systems to include historically marginalized voices. Supported by AGU’s 2018 Diversity and Inclusion Strategic Plan, in 2023, AGU Publications signed the Joint Commitment for Action on Inclusion and Diversity in Publishing.  Signatories agree to collect self-reported gender and race/ethnicity data, develop baselines, and set minimum standards for inclusion. We provide a demographic overview of our authors, reviewers, and editors over time, detail how we collect data while following privacy laws, and discuss how data informs our DEIA strategies. We provide reports to our journal editors who set baselines and develop journal goals. We launched various initiatives to increase diversity and equity and decrease bias in peer review processes, and used the data to assess outcomes of these initiatives. In addition, we present examples of policy and structural changes we have implemented to weave DEIA in the scientific publishing environment, including our equitable approach to Open Access, our Community Science Exchange, and the recently launched Inclusion in Global Research policy to improve equity and transparency in research collaborations.

How to cite: Giampoala, M., Ricci, M., and Wooden, P.: Embedding EDI in Geoscience Publications – Examples from the AGU , EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-13028, https://doi.org/10.5194/egusphere-egu24-13028, 2024.

How to cite: Cano, M., van Zelst, I., and Shivkumar, H.: Science Sisters: Interviews with diverse role models on career paths and academic life, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-17197, https://doi.org/10.5194/egusphere-egu24-17197, 2024.

Over the last decade, the way we communicate and engage with one another has changed on a global scale. It is now easier than ever to network and collaborate with colleagues worldwide. But, the COVID-19 pandemic led to a rapid and unplanned move to virtual platforms, resulting in several accessibility challenges and the inadvertent exclusion of several people during online events. While virtual/hybrid events have strong potential to facilitate new opportunities and networks for everyone, they are also greatly positioned to increase the inclusion of groups traditionally excluded from purely in-person conferences. However, early and careful planning is needed to achieve this, with inclusion and accessibility considered from the start. Including a virtual element in a conference does not automatically equal inclusion or accessibility. Without effective planning, virtual and hybrid events will replicate many biases and exclusions inherent to in-person events.

This presentation will share lessons learned from previous events’ successes and failures, based on the combined experiences of several groups and individuals who have planned and run such events. This presentation is based on an EGU Sphere article, of the same title, that aims to provide guidance on planning online/hybrid events from an accessibility viewpoint based on the authors experiences. The goal of this presentation is to initiate discussion on event accessibility and inclusion and to help generate new ideas and knowledge from people outside of the authors network. Every event is unique and will require its own accessibility design, but early consideration is crucial to ensure everyone feels welcome and included. Our suggested accessibility considerations have been broken down into three stages of event planning: 1) Pre-event planning, 2) on the day/during the event, and 3) after the event.

Ensuring accessibility and inclusivity in designing and running virtual/hybrid events can help everyone engage more meaningfully, resulting in more impactful discussions including groups with limited access to in-person events. However, while this article is intended to act as a starting place for inclusion and accessibility in online and hybrid event planning, it is not a fully comprehensive guide. As more events are run, it is expected that new insights and experiences will be gained, helping to continually update standards.

How to cite: Doran, A., Dutch, V., Warren, B., Watson, R. A., Murphy, K., Aldis, A., Cooper, I., Cockram, C., Harp, D., Desmau, M., and Keppler, L.: Planning virtual and hybrid events: steps to improve inclusion and accessibility, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-20027, https://doi.org/10.5194/egusphere-egu24-20027, 2024.

Participation in (inter-) national conferences, seminars, and workshops such as the EGU General Assembly is important for professional exchange and personal networking, especially for early career scientists. Enabling scientists with family obligations to take part in conferences will increase gender equity and diversity, as women remain to be the main caregivers in most families.

The questions of family planning and kickstarting a professional career arise simultaneously in almost any field. What makes this particularly challenging for young families in academia is that this line of work frequently requires for parents to move, making traditional forms of supportive caregiving by extended family members often unavailable. The vital role conference attendance plays for an academic career only aggravates that challenge. Therefore, a lack of opportunities to attend conferences and workshops clearly puts young parents at a disadvantage, especially young women in academia.

The Project for Family-Friendly Conferences has been initiated by Leonie Esters and Lisa Schielicke from the Department of Geosciences at the University of Bonn in April 2023. Elena Päffgen joined as a research assistant (WHK) later the same year. With an initial duration of one and a half years the project is funded by the Gleichstellungsbüro (office for equal opportunities) of the university. Our principal goal is to find out, how conference and workshop participation can be made more family-friendly.

The present work analyses an online survey with 245 participants who were interviewed on the topic of family-friendly conferences. The survey was addressed to all scientists with a focus on geosciences, 58% of all participants claimed to have children, while 42% were childless. 61 comments expressing wishes and needs of parents and guardians we received from the participants underscore the urgency of the matter. Key concerns of the participants were clear communication (e.g., whether children could be brought along to the events in question), awareness among event-organizers, and easy access to financial assistance (e.g. for babysitting). For instance, more hybrid events, on-site childcare and designated family-friendly activities at conferences were named as possible improvements. However, considering that families and their challenges are diverse, a wide array of offers and flexibility are required to address their needs.

Our project aims to educate the wider academic community on family-specific challenges. Based on the results of this survey, we will provide conference organizers with guidelines to improve family-friendliness of conferences and facilitate their exchange among each other. Additionally, we want to keep parents informed about the offers for families that are already in place at conferences in our field of study. Overall, we are convinced that outcomes of our project will be beneficial for conference and workshop organizers likewise as for researchers who are parents and will contribute to gender equity and diversity in academia.

Children, parents and guardians are particularly welcome to the poster presentation and discussion.

If you would like to participate in our survey: https://www.empirio.de/s/VxLGGLxWv2

How to cite: Päffgen, E., Esters, L., and Schielicke, L.: Family-Friendly Conferences in the Geosciences, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-410, https://doi.org/10.5194/egusphere-egu24-410, 2024.

Young Women of Geoscience (YWOG) is a group of young professionals (PhDs, postdocs, assistant professors and supporting staff) at Utrecht University with the aim to inspire, connect and support women and historically underrepresented groups in the field of geosciences, by creating an equal and inclusive working environment. We do this by opening up conversations and creating a safe and positive space for discussion. Now in our seventh year, the committee has established itself as a constant and stable presence within the faculty with regular events and initiatives that can easily be organized from our reputable base.

Our regular events consist of meet-and-greet sessions with senior staff members, that are well-attended by a variety of colleagues, which result in inspiring conversations. Additionally, book give-aways combined with book discussions are a recurring event, where books on diversity, inclusions and climate change are used to open conversations. These events often engage individuals who may not have initially identified with the committee's target audience, but afterwards their interest was sparked. In recent years we also organized successful events due to requests from staff members. Parenting during COVID was a successful online event with a panel discussion consisting of colleagues sharing tips and struggles. Additionally, this year we organized an event on pronouns, reaching a wide audience, from PhDs to supporting staff, professors and the faculty dean. It was also this session, with informative presentations and lively discussion, that led to immediate action from higher level staff on practical matters concerning pronouns in the workplace.

Our experience highlights the importance of a bottom-up approach in instigating meaningful change. The pronouns event is a prime example of this, opening the eyes of many attendees and making people feel the urgency for action. The event stemmed from a need within the faculty. However, to be able to organize such an event there must be a platform to do so. We have the opportunity to organize many events helped by funding through an Equality, Diversity and Inclusion (EDI) scheme and an internal award won by the committee. We aim to continue with the regular events like the meet-and-greets and book shares, and hope to organize more events that are based on the needs in the faculty to open conversations. YWOG's experience demonstrates the efficacy of a bottom-up approach, emphasizing the importance of diverse perspectives in fostering substantial changes toward a more inclusive working environment. The committee looks forward to sharing its experiences, connecting with other faculties and universities, and inspiring collective efforts to promote diversity and inclusion within geosciences.

How to cite: Verberne, M., Cox, J. R., Dunn, F. E., Postma, M., and Venema, T.: Time’s up, bottom-up! A successful bottom-up approach for diversity and inclusions at Utrecht University, EGU General Assembly 2024, Vienna, Austria, 14–19 Apr 2024, EGU24-18544, https://doi.org/10.5194/egusphere-egu24-18544, 2024.