Collaborative Research: GP-EXTRA: Oceanographic shipboard and lab research for diverse students: experiential learning as a gateway to geoscience careers

第一部分：预计到2022年，美国地球科学家将出现严重短缺。招聘和培训地质学家和相关科学家的多样化劳动力对国家健康、繁荣、福利和国防至关重要。然而，招募未被充分代表的少数民族进入地球科学面临许多障碍。该项目采用新颖的高影响力教育实践，以增加进入地球科学职业管道的地球科学专业学生的数量和多样性，并培训K-12教师激励他们的学生。对地球科学感兴趣。代表性不足的学生和职前教师将参与创新的海洋地球科学体验，指导计划和课程，使用令人兴奋的技术，职业机会暴露和实践学习。该项目将在一所私立文理大学和一所少数族裔（西班牙裔）院校招收代表性不足的学生，这些院校有很高比例的农村、低收入、第一代学生，他们很少接触海洋科学。我们将评估接触海洋学对地球科学学生的招聘和保留以及K-12教师的准备的影响。在研究科学家的指导下，学生将进行真实的研究，提高我们对美国太平洋边缘海洋资源和环境变化的理解。第二部分：拟议的项目是与斯克里普斯海洋学研究所（SIO）合作的一个机构间、共同和课外的、参与式的实地海洋学研究项目，旨在培养和激励不同的学生从事地球科学的职业。该项目将整合来自私立城市沿海校区（圣地亚哥大学；USD）的学生，以及来自少数族裔服务的内陆公立校园——加州州立大学贝克斯菲尔德分校（CSUB）的农村、少数族裔、低收入学生。地球科学职业发展管道？让高中生进入地球科学专业，让毕业生找到地球科学的雇主。我们打算研究这样一种观点，即采用多方面的方法，包括在实验室、海上和课堂上的综合海洋科学经验，可以增强对地球科学学生的招聘和留住。这个项目是建立在一个成功的船上教育/研究项目的基础上的，该项目是由USD和Rathburn共同开发的。该计划的总体目标是：1)增加少数民族服务机构（CSUB）的海洋学研究和教育机会；2)招募代表性不足的学生进入地球科学项目；3)与美国斯克里普斯海洋研究所（scripps Institution of Oceanography）合作，让地学专业、非专业学生和教育工作者参与船上和后续的海洋研究和实习；4)使学生能够使用工业、政府和海洋研究人员使用的技术进行真正的海洋学研究；5)通过导师培训职前教师；6)开发和测试虚拟研究航行和可导出的实验室模块；7)评估项目有效性，并检查该方法对招聘和保留的影响；8)传播研究成果。作为可持续地球科学招聘和参与的多方面方法的结果，我们将定量评估以下方法的价值和影响：a)独特的海上体验式学习作为吸引地球科学专业学生的手段；B)海洋学和古生物学作为吸引非地球科学专业学生的手段；C)课程与海上实践学习相结合的教育和招聘/留用价值；D)教师/研究人员的指导和项目参与，以提高教师对地球科学的兴趣和能力；e)使用可持续的海洋教育材料，作为吸引教师和学生学习地球科学的一种手段。这个可持续的项目将：a)增加招收不同的代表性不足的学生进入？地球科学职业发展管道？b)提高对职业机会的兴趣、知识、准备和能力，以进入和通过GCP的不同阶段；c)创建新颖的课程，将真实的研究和海洋学样本纳入高中和大学课程；d)高中教师增加了将地球科学研究纳入课堂的意愿、热情和信心；e)传播？经验教训?从这个项目中，哪些将有助于建立新的、多方面的方法来增加学生？兴趣，准备和科学事业的成功。

Part 1: A significant shortage of United States geoscientists is predicted by 2022. Recruitment and training of a diverse workforce of geologists and related scientists is critical for national health, prosperity, welfare and defense. However, recruitment of underrepresented minorities into geosciences faces many obstacles. This project employs novel high-impact educational practices to increase the number and diversity of geoscience majors entering the geoscience career pipeline and trains K-12 teachers to inspire their students? interest in geosciences. Underrepresented students and pre-service teachers will engage in innovative marine geoscienceexperiences, mentoring programs, and courses using exciting technologies, career opportunity exposure, and hands-on learning. This project will target and recruit underrepresented students into geoscience majors at a private liberal arts university and a Minority (Hispanic-Serving) Institution that has a high percentage of rural, low-income, first-generation students who have very little exposure to marine science. We will evaluate the impact of engaging exposure to oceanography on the recruitment and retention of geoscience students and the preparation of K-12 teachers. Under the mentorship of research scientists, students will conduct authentic research, advancing our understanding of marine resources and environmental changes on the Pacific margin of the U.S.Part 2: The proposed project is an inter-institutional, co- and extra-curricular, participatory field-based oceanographic research program in collaboration with Scripps Institution of Oceanography (SIO) to train and inspire diverse students to pursue careers in the geosciences. This program will integrate students from a private urban coastal campus (University of San Diego; USD) with generally rural, minority, low-income students from a minority-serving public inland campus, California State Univ., Bakersfield (CSUB), with established ?geoscience career pipelines? to bring high-school students into geoscience majors and place graduates with geoscience employers. We intend to examine the idea that a multifaceted approach including integrated marine science experiences in the lab, at sea and in the classroom can enhance recruitment and retention of students in the geosciences. This project builds on a successful program of shipboard education/research developed by USD and Rathburn. The broad goals of the program are to: 1) Increase oceanographic research and education opportunities at a minority-serving institution (CSUB); 2) recruit underrepresented students into geoscience programs; 3) engage geoscience majors, non-majors, and educators in shipboard and follow-up oceanographic research and internships in partnership withScripps Institution of Oceanography; 4) enable students to conduct authentic oceanographic research using techniques employed by industry, government and marine researchers; 5) train pre-service teachers with mentors; 6) develop and test a virtual research voyage and exportable laboratory modules; 7) assess program efficacy and examine the influence of this approach on recruitment and retention; and 8) disseminate research findings. As a consequence of this multifaceted approach to sustainable geoscience recruitment andengagement, we will quantitatively evaluate the value and impact of: a) unique experiential learning at sea as a means to engage geoscience majors; b) oceanography and paleontology as means to attract non-majors to geosciences; c) the educational and recruitment/retention value of course integration with hands-on learning at sea; d) teacher/researcher mentorship and programengagement on pre-service teacher interest and competence in geosciences; and e) the use of sustainable marine educational materials as a means to engage teachers and attract students to geosciences. This sustainable project will: a) increase recruitment of diverse underrepresented students into the ?geoscience career pipeline?, b) improve interest, knowledge of career opportunities, preparation, and competency to enter and move through different stages of the GCP, c) generate novel curricula that incorporate authentic research and oceanographic samples into high-school and college courses, d) high-school teachers who have increased willingness, enthusiasm, and confidence to integrate geoscience research into their classrooms, and e) disseminate ?lessons learned? from this program which will contribute to the evidence base about novel, multifaceted approaches to increase students? interest, preparation, and success ingeoscience careers.