Increasing the Participation of African Americans and Native Americans in Geoscience through a Innovative Partnership between an HBCU and a Tribal College

通过HBCU和部落学院之间的创新伙伴关系增加非裔美国人和美洲土著人对地球科学的参与该奖项被用于在田纳西州州立大学（大津），一所历史上的黑人大学，Oglala Lakota学院（OLC），一所部落学院和亚利桑那州州立大学之间建立伙伴关系，以扩大代表性不足的群体对地球科学的参与。GeoRobotic Analytical Sampling Project（GRASP）将为历史上代表性不足的社区的学生，教师和家长创建一个引人入胜，严谨和教学合理的地球科学课程。新的GRASP课程将通过以ASU的火星研究和教育计划为中心的活动，为K-12教师提供基本地球科学概念和现代科学研究方法的基础知识。 地球科学家和教育工作者团队将与8名教师、80名高中生和10名大学生合作，在两年的时间里，利用火星学生成像项目的真实研究调查，设计和进行对田纳西州起伏的山丘和南达科他州荒地的地球科学机器人探索。 该方案将通过大津和OLC的科学、工程、数学和航空航天学院（SEMAA）方案实施，每年有1,500多名少数民族学生参加。 在田纳西州，参与的教师和学生将来自戴维森县的两所低收入学校。 SEMAA学生将参加为期一个学期的学年周六学院课程和暑期学院（每个课程15-21小时）。 在为期两年的方案中，活动分为四个阶段：使命规划;科学调查的地球科学采样技术;远程采样的GeoRobot设计;以及远程样本采集的火星模拟。 学生将学习基本的地球科学概念;电磁频谱;全球定位系统，地理信息系统和遥感技术;地球科学采样技术;机器人和机器人土壤采样;土壤和岩石分析。 在每个学院之前，ASU火星教育工作人员将提供地球科学概念的教师培训，基于探究的学习，基于GIS的软件工具的使用，然后在整个计划中为教师提供持续的专业发展和支持。 对于OLC的学生来说，资源将与“本土的认知方式”相结合，远程学习模块将变得灵活，以适应这些社区现有的不同水平的技术基础设施。 使用逻辑模型策略和各种定量和定性工具的项目的持续评估将被用来监测学生对地球科学概念的理解和他们对地球科学职业的态度的变化，以及对参与教师的教学风格的影响。 了解这些具有不同文化背景的合作伙伴如何互动、共享信息;以及指导教师和学生也将是正在进行的评估的一部分。如果被证明是有效的，大型类人猿生存项目课程有可能通过国家SEMAA组织更广泛地传播。

Increasing the Participation of African Americans and Native Americans in Geoscience through an Innovative Partnership between an HBCU and a Tribal CollegeThis award is being used to establish a partnership between Tennessee State University (TSU), an Historically Black University, Oglala Lakota College (OLC), a Tribal College, and Arizona State University, in order to broaden participation of underrepresented groups in the geosciences. The GeoRobotic Analytical Sampling Project (GRASP) will create an engaging, rigorous, and pedagogically sound geoscience curriculum for students, teachers and parents in historically underrepresented communities. The new GRASP curriculum will provide K-12 teachers with fundamental knowledge of basic geoscience concepts and modern scientific research methods through activities that center on the Mars research and education programs at ASU. Teams of geoscientists and educators will work with 8 teachers, 80 high-school students and 10 college students over two years to design and conduct a geoscience robotic exploration of the rolling hills of Tennessee and the badlands of South Dakota using authentic research investigations from the Mars Student Imaging Project. The program will be implemented through the Science, Engineering, Mathematics and Aerospace Academy (SEMAA) programs at TSU and OLC, which annually reach over 1,500 minority students each year. In Tennessee, participating teachers and students will come from two low-income schools in Davidson County. SEMAA students will participate in semester-long, academic year Saturday Academy programs and a Summer Academy (15-21 hours of instruction each). Over the two-year program, activities are partitioned into four phases: Mission Planning; Geoscience Sampling Techniques for Scientific Investigations; Design of GeoRobot for Remote Sampling; and, Mars Simulation With Remote Sample Collection. Students will learn about basic geoscience concepts; the electromagnetic spectrum; GPS, GIS and remote sensing technologies; geoscience sampling techniques; robotics and robotic soil sampling; and soil and rock analysis. Prior to each Academy, the ASU Mars Education staff will provide teacher training in Earth science concepts, inquiry-based learning, use of GIS-based software tools, and thenl provide on-going professional development and support for the teachers throughout the program. For the OLC students, resources will be blended with the "native ways of knowing" and distance learning modules will made flexible, so as to accommodate different levels of technological infrastructure available in these communities. On-going evaluation of the project using a Logic Model strategy and a variety of quantitative and qualitative tools will be used to monitor changes in student understanding of geoscience concepts and their attitudes toward geoscience careers, as well as impacts on the instructional styles of participating teachers. Understanding how these culturally distinct partners interact, share information; and instruct teachers and students will also be part of the ongoing assessment. If shown to be effective, the GRASP curriculum has the potential for being more widely disseminated through the national SEMAA organization.