GP-IMPACT: Leveraging Adoption of the Next Generation Science Standards (NGSS) and Improving Geoscience Education in the State of Iowa

爱荷华州于2015年通过了下一代科学标准(NGSS)。地球科学以前不是州课程的必修课，爱荷华州的高中现在必须迎接挑战，在这个只有极少数K-12教育人员获得地球科学认证或认可的州，实现NGSS地球科学熟练程度目标。爱荷华州为数不多的几所高中教授地球科学，通常将其描述为一门“补充性科学”，而不是所有科学、技术、工程和数学(STEM)学科的整合和应用。最近爱荷华州通过了国家科学教育标准，迫切需要在全州范围内对K-12教育工作者进行地球科学培训，并需要在地球科学的讲授中纳入更严格的要求，这为将爱荷华州的地球科学教育重新定位为最重要的科学、技术、教育和教育学科提供了机会。改善该州的地球科学教育有可能显著增加学生在早期阶段接触地球科学的机会，并提高他们对该领域作为跨学科STEM学科和潜在职业道路的认识。对地球科学感兴趣的高中生如果最终要成功地过渡到地球科学事业，并帮助重建老龄化的地球科学劳动力，他们在进入学院和大学时也必须有参与和专业准备的机会。该项目通过爱荷华州大学、柯克伍德社区学院和爱荷华州地质调查局之间的一系列合作伙伴关系，致力于全州地球科学教育的改革。有针对性的活动遵循国家研究理事会关于培养下一代地球科学家的建议，专门针对K-12、社区学院、四年制大学和专业地球科学家级别，以极大地提高学生认识、参与和专业准备在地球科学领域的潜在职业生涯的机会和成果。该项目正致力于通过四种机制显著重塑爱荷华州的地球科学教育：1)通过继续教育学分直接资助教师培训和重新认证课程；2)在课堂上为NGSS地球科学内容开发和传播K-12课程内容材料；3)通过一系列实地考察经验和独立研究机会，让爱荷华大学和柯克伍德社区学院尚未确定职业生涯的本科生参与地球科学；以及4)为有意从事地球科学事业的学生提供实习机会，为他们做好职业准备。该项目重点关注从K-12到大学、社区学院到四年制大学以及大学到地学工作者的关键过渡。这一加强地球科学教育的综合和系统方法有可能改变爱荷华州的地球科学教育，并为有效实施NGSS地球科学组成部分建立一个模式，这种模式可能会在采用NGSS的其他州发挥作用。到三年项目结束时，共有225名K-12教师将获得继续教育学分，350多名社区学院和四年制大学本科生将从事一系列地球科学实地考察课程，45名本科生将参与导师研究/实习机会。

The State of Iowa adopted the Next Generation Science Standards (NGSS) in 2015. Earth Science was not previously a required course in the State curriculum, and Iowa high schools must now meet the challenge of achieving NGSS Earth Science proficiency objectives in a state with very few K-12 educators certified or endorsed in Earth Science. What few Iowa high schools do teach Earth Science typically present it as a 'remedial science' instead of as the integration and application of all of the science, technology, engineering, and math (STEM) disciplines. The recent adoption of NGSS in the State, the critical need to train K-12 educators statewide in Earth Science, and the need to incorporate more rigor in the presentation of Earth Science provide an opportunity to reframe Earth Science education in Iowa as the capstone STEM discipline. Improving Earth Science education in the state has potential to significantly increase the exposure of students to Earth Science at an early stage and improve their awareness of the field as an interdisciplinary STEM discipline and potential career path. High school students who become interested in Earth Science must also have opportunities for engagement and professional preparation as they matriculate to colleges and universities if they are eventually to transition successfully into an Earth Science career and help to rebuild the aging geoscience workforce. This project addresses reform of Earth Science education statewide through a series of collaborative partnerships between the University of Iowa, Kirkwood Community College, and the Iowa Geological Survey. Targeted activities follow National Research Council recommendations for Preparing the Next Generation of Earth Scientists and are aimed specifically at the K-12, community college, four-year university, and professional geoscientist levels to dramatically improve the opportunities and outcomes for student awareness of, engagement with, and professional preparation for a potential career in geoscience.This project is working to dramatically reshape geoscience education in the State of Iowa through four mechanisms: 1) directly funding teacher training and re-certification courses through continuing education credits; 2) developing and disseminating K-12 course content materials for NGSS Earth Science content in the classroom; 3) engaging undecided and early career undergraduate students at the University of Iowa and Kirkwood Community College in the geosciences, through a series of field trip experiences and independent research opportunities; and, 4) providing internship opportunities as professional preparation for students who intend to pursue a career in the Earth Sciences. This project focuses on the critical transitions from K-12 to college, community college to four-year university, and university to the geoscience workforce. This integrated and systemic approach to strengthen Earth Science education has the potential to transform Earth Science education in the State of Iowa, as well as establish a model for effective implementation of the NGSS Earth Science components that may have utility in other states that have adopted the NGSS. By the end of the three year project, a total of 225 K-12 teachers will receive continuing education credits, more than 350 community college and four-year college undergraduate students will engage in a series of geoscience field trip courses, and 45 undergraduate students will participate in mentored research/internship opportunities.