Figures & data
Figure 1. Schematic representation of the stages of community development, as described by Wenger et al. (Citation2002). Figure modified from Wenger et al. (Citation2002), Figure 4-1, p. 69.
![Figure 1. Schematic representation of the stages of community development, as described by Wenger et al. (Citation2002). Figure modified from Wenger et al. (Citation2002), Figure 4-1, p. 69.](/cms/asset/e3eb3d68-e949-4261-a426-a5862baf6509/ujge_a_2355821_f0001_b.jpg)
Figure 2. Percent of respondents identifying with different geoscience subdisciplines. Geology and atmospheric science subdisciplines are grouped together. Note: respondents could choose multiple subdisciplines.
![Figure 2. Percent of respondents identifying with different geoscience subdisciplines. Geology and atmospheric science subdisciplines are grouped together. Note: respondents could choose multiple subdisciplines.](/cms/asset/7d049a84-7140-4345-93c4-2e050b90ff0f/ujge_a_2355821_f0002_b.jpg)
Figure 3. Percent of respondents identifying different learning-related professional development opportunities requested by the community.
![Figure 3. Percent of respondents identifying different learning-related professional development opportunities requested by the community.](/cms/asset/e49c0f0d-396a-44d4-b2cc-f2dae9e7c47b/ujge_a_2355821_f0003_b.jpg)
Figure 4. Number of survey respondents identifying different community needs as high, moderate, low, no need, or N/A. For the full text of items represented by each bar, please see question 5 in the Supplemental File.
![Figure 4. Number of survey respondents identifying different community needs as high, moderate, low, no need, or N/A. For the full text of items represented by each bar, please see question 5 in the Supplemental File.](/cms/asset/1bb2afb6-f3b8-4deb-ac29-95c0b5c8011b/ujge_a_2355821_f0004_b.jpg)