GP-IMPACT: Increasing Diversity and Enhancing Academia (IDEA-2.0): Institutionalizing a framework for broadening participation in geosciences

北卡罗来纳大学教堂山分校环境研究所（UNC-IE）和北卡罗来纳中央大学环境、地球和地理空间科学系（NCCU-DEEGS）正在实施一项为期三年的倡议——增加多样性和加强学术2.0，或IDEA-2.0——以扩大两所大学在提供与职业相关的地球科学教育方面的参与和机构能力。通过研究和专业经验，一个多元化的本科生群体正在为未来在地球科学领域的工作做准备。此外，他们的导师正准备更好地指导不同的学生，提高地球科学专业的招聘和留用情况。IDEA-2.0代表了一所研究型大学和一所历史悠久的黑人大学之间的协调努力，以加强对地球科学教育的参与，特别是URM和女学生的参与。现有非正式伙伴关系的制度化正在为本科生提供基于证据的、与职业相关的地球科学经验的持续支持奠定基础，同时也为教师更好地指导不同的学生做好准备。这项工作的其他合作伙伴包括北卡罗来纳大学教堂山分校的以下地球科学部门：环境科学与工程、地理、地质、海洋科学以及环境与生态课程。随着时间的推移，预计学生持续的专业发展机会与导师加强的准备相结合，将有助于机构内部的文化转变，这可能会促进地球科学学科和劳动力的更大多样性。因此，该项目通过促进科学进步，促进国家健康，繁荣和福利，服务于国家利益。IDEA-2.0项目的目标是扩大北卡罗来纳大学教堂山分校和北卡罗来纳中央大学在提供职业相关地球科学教育方面的参与度和机构能力，同时为如何在其他机构成功实施此类实践提供有用的见解。项目目标是通过以下目标来实现的：让多达30名学生——包括代表性不足的少数民族学生和女学生——参与以证据为基础的、与职业相关的体验，为他们在地球科学领域的工作或进一步学习做好准备；2. 准备一组教师、博士后学者和研究生来指导不同的学生群体，并促进对指导经验如何影响地球科学管道的招聘和保留的广泛理解；和3。建立能力，维持北卡罗来纳大学教堂山分校各部门之间的协调规划，并资助和实施北卡罗来纳大学教堂山分校的新规划。IDEA-2.0的目标学生是即将升入大二和大三的学生，重点关注高中和本科地球科学课程之间的关键节点。本科学习的前两年是招收/留住STEM专业学生的关键时期；研究表明，早期参与研究有助于使URM学生在科学、技术、工程和数学（STEM）方面取得机构层面的成功。指导互动也被证明可以增强学生对自己成功能力的信心，并与STEM课程的更高成绩、更高的学位完成率以及以STEM为重点的招聘和留用计划有关，与参与者对科学职业的最终追求有关。基于这些原因，IDEA-2.0寻求让导师参与到一个持续的专业发展循环中，使他们能够满足不同学生的指导需求。这个项目的明确重点是理解师徒关系——它对学生职业和学术选择的影响，以及教师支持多元化团队的信心和能力——有助于我们理解如何有效地促进STEM领域的多样性。

The Institute for the Environment at the University of North Carolina at Chapel Hill (UNC-IE) and the Department of Environmental, Earth and Geospatial Sciences at North Carolina Central University (NCCU-DEEGS) are implementing a three-year initiative - Increasing Diversity and Enhancing Academia-2.0, or IDEA-2.0 - to broaden participation in and institutional capacity to offer career-relevant geoscience education at both institutions. Through research and professional experiences, a diverse group of undergraduate students is being prepared for future work in geoscience fields. Additionally, their supervisors are being better prepared to mentor diverse students, improving recruitment and retention in geosciences. IDEA-2.0 represents a coordinated effort between a research-intensive university and a historically black university to bolster participation in geoscience education, especially the participation of URM and women students. The institutionalization of existing, informal partnerships is building a foundation for ongoing support of evidence-based, career-relevant geoscience experiences for undergraduates while also better preparing faculty to mentor diverse students. Additional partners in this effort include the following geoscience departments at UNC-Chapel Hill: Environmental Sciences and Engineering, Geography, Geology, Marine Sciences and the Curriculum for the Environment and Ecology. Over time, it is anticipated that the combination of sustained professional development opportunities for students combined with enhanced preparation of mentors will contribute to cultural shifts within institutions that are likely to promote greater diversity in geoscience disciplines and the workforce. Thus, this project serves the national interest by promoting the progress of science and advancing the national health, prosperity and welfare.The IDEA-2.0 program has a goal of broadening participation in and institutional capacity to offer career-relevant geoscience education at UNC-Chapel Hill and North Carolina Central University, while generating useful insights into how such practices could be implemented successfully at other institutions. Program goals are being accomplished through the following objectives: 1. Engage up to 30 students - including underrepresented minority (URM) and women students - in evidence-based, career-relevant experiences that prepare them for work or further study in geosciences; 2. Prepare a subset of faculty, postdoctoral scholars and graduate students to mentor a diverse group of students and contribute to broad understanding of how the mentoring experience influences recruitment and retention in the geosciences pipeline; and 3. Build capacity to sustain coordinated programming across departments at UNC-Chapel Hill and to fund and implement new programming at NCCU. By targeting students who are rising sophomores and juniors, IDEA-2.0 focuses on the critical juncture between high school and commitment to undergraduate geoscience programs. The first two years of undergraduate study are a critical time to recruit/retain STEM majors; early engagement in research has been shown to contribute to institutional-level success in engaging URM students in science, technology, engineering, and math (STEM). Mentoring interactions also have been shown to reinforce students' confidence in their ability to succeed and are associated with higher grades in STEM courses, higher rates of degree completion, and, for STEM-focused recruitment and retention programs, with participants' ultimate pursuit of science careers. For these reasons, IDEA-2.0 seeks to engage mentors in an ongoing cycle of professional development that prepares them to meet the mentorship needs of diverse students. The explicit focus of this project is on understanding the mentoring relationship - both its influence on student career and academic choices as well as faculty confidence and competence in supporting diverse teams - contributing to our understanding of how to effectively foster diversity in STEM fields.