Service-Learning in Undergraduate Geosciences: A Public Workshop

本科生地球科学服务学习：公共研讨会

• 批准号: 1544268
• 负责人: Heidi Schweingruber
• 金额: $ 26.76万
• 依托单位: National Academy of Sciences
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2017-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544268&HistoricalAwards=false
• 关键词: Service; Learning; Undergraduate; Geosciences; Public

Strategies for increasing the number of students who obtain degrees in STEM fields and broadening the diversity of students who declare STEM majors are the focus of considerable national attention (PCAST, 2012). This national conversation is particularly important in the geosciences where there is a disparity in the number of underrepresented minorities who pursue geoscience majors. In addressing these needs, STEM educators seek to identify and employ evidence-based best practices for engaging and teaching students. Service-learning is a method for teaching and learning which engages students in classroom-based inquiry experiences that incorporate meaningful service to the community, thereby both improving student learning and fostering a sense of civic responsibility. Service-learning in the STEM disciplines is a promising strategy for providing a rigorous and relevant STEM curriculum and giving students the skills needed to succeed in the 21st century.The National Academy of Science (NAS) Board on Science Education (BOSE) is convening in early 2016 a 2-day public workshop on the role of service-learning in undergraduate geoscience education. This workshop provides a venue for an in-depth exploration of how service-learning is being used in geoscience education, an analysis of the potential benefits of this approach, and evaluation of the strength of the evidence base regarding impacts. Participants in the workshop will be discussing which student outcomes are most likely to be influenced by a service-learning experience, what "best practices" for service-learning in the geosciences might look like (informed both by geoscience exemplars and exemplars from other STEM disciplines), the potential challenges to implementing service-learning approaches in undergraduate geoscience courses, and areas where additional research might be needed. Six outside experts in this field are being commissioned to prepare white papers in advance of the workshop. A final workshop report will be printed and distributed to relevant stakeholder audiences at the completion of the project.

增加获得 STEM 领域学位的学生数量和扩大选择 STEM 专业的学生多样性的策略是全国关注的焦点（PCAST​​，2012）。 这种全国性的对话在地球科学领域尤其重要，因为在地球科学领域，攻读地球科学专业的少数族裔人数存在差异。 为了满足这些需求，STEM 教育工作者寻求确定并采用基于证据的最佳实践来吸引和教授学生。服务学习是一种教学方法，它让学生参与基于课堂的探究体验，其中融入了对社区有意义的服务，从而改善学生的学习并培养公民责任感。 STEM 学科中的服务学习是一项很有前途的策略，可以提供严格且相关的 STEM 课程，并为学生提供在 21 世纪取得成功所需的技能。美国国家科学院 (NAS) 科学教育委员会 (BOSE) 将于 2016 年初召开为期 2 天的公共研讨会，讨论服务学习在本科生地球科学教育中的作用。 本研讨会提供了一个深入探讨如何在地球科学教育中使用服务学习、分析该方法的潜在好处以及评估有关影响的证据基础强度的场所。 研讨会的参与者将讨论哪些学生的成果最有可能受到服务学习体验的影响，地球科学中服务学习的“最佳实践”可能是什么样子（通过地球科学范例和其他 STEM 学科的范例提供信息），在本科地球科学课程中实施服务学习方法的潜在挑战，以及可能需要额外研究的领域。该领域的六名外部专家受委托在研讨会之前准备白皮书。 最终研讨会报告将在项目完成后印制并分发给相关利益相关者。