COLLABORATIVE RESEARCH: THE GEO-CC&CP FOUNDRY BUILDING INSTITUTIONAL CAPACITY FOR BROADENING PARTICIPATION IN THE GEOSCIENCE WORKFORCE

许多代表性不足的少数民族参加两年制技术和社区学院（2 YC）或少数民族服务机构（MSIs）作为本科生;但这些机构通常缺乏足够的地球科学课程。该项目的目的是确定战略，这将有助于2 YC和MSI机构，以更好地准备代表性不足的学生为地球科学事业。该项目汇集了合作伙伴机构，个别教师，教育资源提供者，教育研究人员和地球科学雇主在一系列重点研讨会，以确定系统，这将是理想的提高地球科学能力在目标机构。该项目直接涉及20个2 YC/MSI机构合作伙伴和教师以及30个其他利益相关者。项目的主要成果是为普通地球科学教育界编写了一系列报告和相关的网络资源，概述了在2 YC和MSI改进和扩大地球科学教学的挑战和机遇。在两年制大学（2 YCs）和少数民族服务机构（MSIs）缺乏获得本科生机会仍然是提高地球科学劳动力的准备和多样性的主要障碍。该项目的具体目标是（1）确定和澄清障碍和机会，以更好地利用现有的教学资源，在2 YCs/MSIs从事代表性不足的学生在地球科学和（2）探索与利益相关者的理想模式的资源，专业发展，并持续支持教师和机构可能看起来像。通过举办一系列重点突出的利益攸关方需求评估讲习班，实现这些目标。需求评估研讨会将汇集五个主要利益相关者群体，包括（1）2 YC和MSI的教学人员，（2）教育资源提供者，（3）学术主席和管理人员，（4）基于学科的地球科学教育研究人员，以及（5）地球科学劳动力雇主，以获得有关障碍和机会的信息。在每个讲习班期间产生的报告和相关的网上资源将突出可持续的机构基础设施，这将增加现有教育资源的获取和使用。评价和项目小组活动将综合各小组的调查结果，以产生知识，并使今后的提案符合利益攸关方的需要。该项目侧重于机构和系统一级的活动，直接涉及20个2 YC/MSI机构合作伙伴和教师，以及来自其他利益攸关方团体的30名其他个人。 通过在系统一级开展工作，将有可能确保不仅开设个别课程，而且开设通往地球科学的途径。 外部评价将（1）就项目管理作为一个团队的运作情况提供独立、客观的看法，（2）评价需求评估讲习班在多大程度上实现了项目目标，（3）审查利益攸关方报告和项目小组的最后报告的准确性和完整性。评估员将作为所有项目团队活动的参与观察员，并将在项目管理活动结束后通过简短的问卷调查从管理团队收集定性数据。评估人员将可以（通过SERC内容管理系统）访问管理委员会制作的所有文件和记录，从而可以跟踪核心项目活动并评估团队的进展情况。将至少每季度提供反馈，以告知PI可以在哪些方面进行改进。为完成第二项任务，外部评价员将编制和管理一份关于与会者对讲习班满意程度的调查问卷。

Many underrepresented minorities attend two year technical and community colleges (2YCs) or minority-serving institutions (MSIs) as undergraduates; but these institutions commonly lack adequate geoscience programs. The purpose of this project is to identify strategies that will help 2YC and MSI institutions to better prepare underrepresented students for geoscience careers. This project brings together partner institutions, individual faculty, educational resource providers, educational researchers, and geoscience employers in a series of focused workshops to determine the systems that would be ideal for increasing geoscience capacity at the targeted institutions. This project directly involves 20 2YC/MSI institutional partners and faculty and 30 additional stakeholders. The main project outcome is a series of reports and related web-based resources for the general geoscience education community outlining challenges and opportunities for improving and expanding geoscience teaching at 2YCs and MSIs. Lack of access to undergraduate opportunities in two year colleges (2YCs) and minority-serving institutions (MSIs) remains a major barrier to improving the preparation and diversity of the geoscience workforce. The specific goals of this project are to (1) identify and clarify barriers and opportunities for better use of existing instructional resources that engage underrepresented students in the geosciences at 2YCs/MSIs and (2) explore with stakeholders what an ideal model of resources, professional development, and ongoing support for faculty and institutions might look like. These goals are addressed through holding a series of focused stakeholder needs assessments workshops. The needs assessments workshops will yield information about barriers and opportunities by bringing together five key stakeholder groups including (1) instructional faculty at 2YCs and MSIs, (2) educational resource providers, (3) academic chairs and administrators, (4) discipline-based geoscience education researchers, and (5) geoscience workforce employers. Reports and related web-based resources generated during each of these workshops will highlight sustainable institutional infrastructure that will increase access and usability of existing educational resources. Evaluation and project team activities will synthesize findings across the groups to generate knowledge and align future proposals with stakeholder needs. This project focuses activities at the institution and system level, directly involving 20 2YC/MSI institutional partners and faculty, and 30 other individuals from additional stakeholder groups. By working at the system level, it will be possible to ensure that not only individual courses but also pathways to the geosciences are created. The external evaluation will (1) provide an independent, objective view as to how well the project management is functioning as a team, (2) evaluate the extent to which the needs assessment workshops are meeting the project goals, and (3) review stakeholder reports and the project team's final report for accuracy and completeness. The evaluator will be a participant observer in all project team activities and will collect qualitative data from the management team after project management activities via short questionnaires. The evaluator will have access (via the SERC content management system) to all documents and records produced by the management board making it possible to track core project activities and evaluate how the team is progressing. Feedback will be provided at least quarterly to inform the PIs as to where improvements can be made. To complete the second task, the external evaluator will develop and administer a questionnaire about participant satisfaction with the workshops.