Track 2: Pathways - A Geoscience Network for Training and Recruitment of Future Earth Scientists in El Paso

轨道2：途径-一个培训和招聘未来地球科学家的地球科学网络在埃尔帕索得克萨斯大学埃尔帕索（UTEP），卡内基研究密集型大学位于墨西哥和得克萨斯州之间的边界上的格兰德河裂谷南部，正在建立一个地球科学招聘和培训网络，有两个目标：1）增加获得学士学位的西班牙裔美国学生的数量，硕士和博士学位的地球科学，然后进入地球科学的职业生涯和2）提高对地球科学的认识，作为一个重要的和相关的科学学科与高中学生和教师，社区学院的学生和本科生在UTEP许多职业机会。 为了建立和维持我们的网络，我们正在开展四项相关活动：1）每年为高中新生举办为期两周的暑期课程，让30名学生和6名教师接触地球科学的各种主题，并展示新生科学课程中涵盖的化学和物理如何与地球科学相结合; 2）与教师的后续计划，将确保将地球科学相关课程纳入九年级综合物理和化学课程，3）每年为8名本科生提供指导和研究经验，4）为2名博士提供奖学金计划。学生每年。 我们工作的预期成果包括以下模型：1）适用于地球科学的招聘和培训网络; 2）准备教师将地球科学活动纳入物理和化学课程并评估其有效性;以及3）从高中学生和教师到本科生到博士的垂直指导结构。促进学生的成功和对地球科学的兴趣的候选人。 通过创建一个网络，涵盖从K-12学校到博士学位的地球科学管道的各个方面。在一个拥有大量西班牙裔美国人的地方，我们希望为改变未来地球科学劳动力的人口结构做出重大贡献。

Track 2: Pathways - A Geoscience Network for Training and Recruitment of Future Earth Scientists in El PasoThe University of Texas at El Paso (UTEP), a Carnegie research-intensive university situated in the southern Rio Grande Rift on the border between Mexico and Texas, is building a geoscience recruitment and training network with two goals: 1) to increase the number of Hispanic American students who receive bachelor's, master's and doctoral degrees in the geosciences and then enter geoscience careers and 2) to increase awareness about the geosciences as an important and relevant scientific discipline with many career opportunities among high school students and teachers, community college students, and undergraduate students at UTEP. To build and sustain our network we are carrying out four linked activities: 1) a two-week summer program for high-school freshman that each year exposes 30 students and 6 teachers to a variety of topics in the geosciences and demonstrates how the chemistry and physics covered in freshman science courses integrates with geoscience; 2) a follow-up program with teachers that will assure integration of geoscience-related lessons into the ninth grade integrated physics and chemistry curriculum, 3) a mentoring and research experience for eight undergraduates each year and 4) a fellowship program for two Ph.D. students each year. Anticipated outcomes from our work include models for: 1) a recruitment and training network that works for geoscience; 2) preparing teachers to incorporate geoscience activities into physics and chemistry curricula and for assessing their effectiveness; and 3) a vertical mentoring structure that stretches from high-school students and teachers through undergraduate students to Ph.D. candidates that promotes both student success and interest in geoscience. By creating a network that encompasses all aspects of the geoscience pipeline from the K-12 schools to the Ph.D. in one location with a large Hispanic American population, we expect to make a major contribution to changing the demographics of the future geoscience workforce.