Dinosaurs, Denver and Climate Change (D2C2): ECO-Opportunity Project

恐龙、丹佛和气候变化 (D2C2):生态机会项目

基本信息

项目摘要

D2C2 (Dinosaurs Denver and Climate Change) is a Track 1 Proof-of-Concept proposal that uses learning about dinosaurs and fossils as the hook for underrepresented youth to learn about geology and climate change and to engage them in green community-based projects. The proposed project provides the resources for underserved youth to learn about geoscience by directly experiencing it through Colorado's and Wyoming's natural resources, through participation in six-week Saturday Summer Academies that incorporate both field- and classroom-based experiences. STEM-based and community-based partners, which include African American and Latino churches, will collaborate in informal settings to provide African-American and Latina/o youth with place-based pedagogy to advance public Earth science system (ESS) literacy. The project team is applying place-based pedagogy to develop science and mathematics literacy and to increase green space in underserved communities. Students engage in place-based science by exploring historical data. Use of this critical pedagogy enables students to engage in border-crossing between geoscience and green energy conservation. Youth also use science process skills learned from a field-based geology course to engage in green projects that will sustain local communities and inform the public about climate change. This kind of engagement allows students to contextualize community well-being using both historical and contemporary geoscience knowledge. In this way, underrepresented minority students also tap the cultural capital of their communities. The project is focused on increasing public understanding of ESS and its relevance by (1) improving the quality of informal geoscience education at the secondary level (and beyond); (2) encouraging and facilitating the engagement of geoscientists in efforts to strengthen STEM education; and (3) communicating the importance of the geosciences to the public and increasing public literacy regarding ESS.
D2 C2(恐龙丹佛和气候变化)是一个轨道1概念验证提案,使用有关恐龙和化石的学习作为代表性不足的青年学习地质和气候变化的钩,并让他们参与绿色社区项目。拟议的项目提供了资源,为服务不足的青年学习地球科学,通过直接体验它通过科罗拉多和怀俄明州的自然资源,通过参加为期六周的周六夏季学院,包括现场和课堂为基础的经验。以STEM为基础和以社区为基础的合作伙伴,包括非洲裔美国人和拉丁美洲教会,将在非正式环境中合作,为非洲裔美国人和拉丁美洲青年提供基于地方的教学法,以促进公众地球科学系统(ESS)扫盲。该项目小组正在应用基于地点的教学法,以发展科学和数学知识,并在服务不足的社区增加绿色空间。学生通过探索历史数据从事基于地点的科学。使用这种关键的教学方法,使学生从事地球科学和绿色节能之间的边界跨越。青年还利用从实地地质学课程中学到的科学处理技能,参与将维持当地社区并向公众宣传气候变化的绿色项目。这种参与使学生能够使用历史和当代地球科学知识来了解社区福祉。通过这种方式,代表性不足的少数民族学生也利用了他们社区的文化资本。该项目的重点是提高公众对ESS及其相关性的理解,方法是:(1)提高中学(及以上)非正式地球科学教育的质量;(2)鼓励和促进地球科学家参与加强STEM教育的努力;(3)向公众宣传地球科学的重要性,提高公众对ESS的认识。

项目成果

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Jacqueline Leonard其他文献

eP170: When cfDNA screening deceives: A rare case of mosaicism for 46,XX/47,XXY with uniparental isodisomy and genital atypia
  • DOI:
    10.1016/j.gim.2022.01.206
  • 发表时间:
    2022-03-01
  • 期刊:
  • 影响因子:
  • 作者:
    Jacqueline Leonard;Camilia Kamoun;Maria Vogiatzi;Jason Van Batavia;Leela Morrow;Kosuke Izumi;K. Taylor Wild;Louise Pyle
  • 通讯作者:
    Louise Pyle
P186: The earliest sign of hypogonadotropic hypogonadism: The importance of genetic screening and evaluation in individuals with microphallus
  • DOI:
    10.1016/j.gimo.2024.101083
  • 发表时间:
    2024-01-01
  • 期刊:
  • 影响因子:
  • 作者:
    Jacqueline Leonard;Marissa Kilberg;Maria Vogiatzi;Chris Gibson;Jason Van Batavia;Leela Morrow;Vaneeta Bamba;Sara Pinney;Christopher Gray;Cara Skraban;Kosuke Izumi;Louise Pyle
  • 通讯作者:
    Louise Pyle
P337: Psychosocial adjustment and distress in neonatal vs adolescent diagnosis of SRY–related gonadal dysgenesis: Two illustrative cases
  • DOI:
    10.1016/j.gimo.2024.101231
  • 发表时间:
    2024-01-01
  • 期刊:
  • 影响因子:
  • 作者:
    Jacqueline Leonard;Marissa Kilberg;Maria Vogiatzi;Leela Morrow;Jason Van Batavia;Thomas Kolon;Louise Pyle
  • 通讯作者:
    Louise Pyle

Jacqueline Leonard的其他文献

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{{ truncateString('Jacqueline Leonard', 18)}}的其他基金

The Bessie Coleman Project - Using Computer Modeling and Flight Simulation to Create STEM Pathways
Bessie Coleman 项目 - 使用计算机建模和飞行模拟创建 STEM 途径
  • 批准号:
    1757976
  • 财政年份:
    2018
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
Wyoming Interns to Teacher Scholars (WITS) Program
怀俄明州实习生转教师学者 (WITS) 计划
  • 批准号:
    1439546
  • 财政年份:
    2014
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
Visualization Basics: Using Gaming to Improve Computational Thinking (UGame-ICompute)
可视化基础知识:利用游戏提高计算思维(UGame-ICompute)
  • 批准号:
    1311810
  • 财政年份:
    2013
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
Dinosaurs, Denver and Climate Change (D2C2): ECO-Opportunity Project
恐龙、丹佛和气候变化 (D2C2):生态机会项目
  • 批准号:
    1260957
  • 财政年份:
    2012
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
Collaborative Proposal: Mathematics Attainment and African American Students: Discourse from Multiple Perspectives
合作提案:数学素养与非裔美国学生:多视角论述
  • 批准号:
    0907896
  • 财政年份:
    2009
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
Earth Links: Using Scientific Inquiry to Teach Geoscience and Mathematics
地球链接:利用科学探究来教授地球科学和数学
  • 批准号:
    0331154
  • 财政年份:
    2003
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant
SGER: Intelligent Computer-Assisted Instruction: The Benjamin Banneker Project
SGER:智能计算机辅助教学:本杰明·班纳克项目
  • 批准号:
    0209641
  • 财政年份:
    2002
  • 资助金额:
    $ 15万
  • 项目类别:
    Standard Grant

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  • 批准号:
    10642383
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    2023
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    2023
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  • 批准号:
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  • 批准号:
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