Abstract
Students enrolling in community colleges often represent more diverse populations, come from different socioeconomic backgrounds, and have frequently followed non-traditional pathways into higher education as compared to first-year students at four-year institutions. Community colleges (CC) are also an important route toward STEM careers for students of high potential from marginalized communities (Mooney and Foley, 2011). Early exposure to geoscience at four-year institutions is an effective means of recruitment to these sciences (Stokes et al., 2015), but CC students rarely have the opportunity to take marine science courses.