GP-EXTRA: Building a new generation of urban environmental scholar-citizens through community-based programs for science and impact

该项目的总体目标是通过有针对性的指导和课外社区参与计划，吸引来自地球科学背景不足的学生。新一代的理科学生表现出极大的兴趣，直接应用他们的培训，为当地和全球的利益，这是什么？相关桥梁？在地球科学中很少得到充分的发展来利用这种激情。在像IUPUI这样的城市大学中，这种新的道德和公平驱动的学生很可能参与当地的转型，更有可能具有经济，种族和/或文化多样性背景，并渴望为社区服务。我们将利用几种做法，让学生参与这个计划，包括一个主题学习社区，以建立信心和支持学生在他们的大学生涯的初始阶段，一套模块，将在我们的专业课程，积极涉及基于社区的基本地球科学概念的例子，以及环境行动学者的发展和支持，世卫组织将与我们的社区伙伴合作，构思和实施社区参与的项目。总的来说，这些做法将使地球科学中的社区参与和知情行动制度化，从而为那些可能会感到地球科学课堂学习与职业目标脱节的学生提供相关性。Part IIThe的总体目标是通过有针对性的指导和课外社区参与计划，在印第安纳波利斯地区从事地球科学的代表性不足的背景的学生。项目目标包括：利用专题学习社区（TLCs），以加强招聘，并在其中的归属感，在地球科学中代表性不足的学生;开发四个混合课堂现场模块，以多样化的教育经验和增加内容知识的方式，提供理论知识在社会相关的城市背景下的应用;实施社区参与的教学法和项目指导，以留住、支持、通过发展环境行动学者群体和为以下人员提供实习机会，促进代表性不足的学生作为地球科学家的整体形成：这些学生在社区。这项工作的假设是：（1）尽早吸引对科学感兴趣但没有承诺的学生，并在导师的支持下提高招聘率（数量和多样性），（2）提供与相关社会挑战相关的基于实践的经验，将个性化主题学习，（3）支持在社区实施与主题相关的项目，将为学习者向专家过渡提供机会。这些假设是在“情境学习”的理论平台上发展起来的，适用于与社会相关和与学生相关的地球科学经验。研究结果将传播给更广泛的学术界，同时将告知地球科学和其他STEM教育工作者如何改善他们的STEM教学和学生学习，以及该项目和相关教学努力对激励代表性不足人口的学生从事地球科学职业的影响。地球科学教育的更广泛的影响包括开发，测试和传播新的地球科学影响模块，确定干预措施在几个关键时刻的有效性，缩小了地球科学的多样性管道，并为学生提供机会，为地球科学领域的社区优先事项做出有意义的贡献，从而为现代地球科学劳动力做好更好的准备。

Part IThe overall goal of this project is to engage students from underrepresented backgrounds in the geosciences through targeted mentoring and extra-curricular community-engaged programs. The new generation of science students exhibits tremendous interest in direct application of their training for local and global good, and that ?bridge of relevance? is rarely adequately developed in the geosciences to take advantage of this passion. In an urban university like IUPUI, this new moral- and equity-driven student is one that is likely to be engaged in local transformation, more likely to be of economically, racially and/or culturally diverse background, and eager to serve their community. We will utilize several practices to engage students in this program, including a Thematic Learning Community to build confidence and support for students in the initial stage of their college career, a set of modules that will be developed in our majors courses that actively involve community-based examples of fundamental geoscience concepts, and the development and support of cohorts of Environmental Action Scholars, who will conceive and implement community-engaged projects in collaboration with our community partners. Collectively, these practices will institutionalize community-engagement and informed action in the geosciences, and thus provide relevance for students who might otherwise feel a disconnect between their geoscience classroom learning and their career goals. Part IIThe overall goal of this project is to engage students from underrepresented backgrounds in the geosciences through targeted mentoring and extra-curricular community-engaged programs in the Indianapolis area. Project objectives include: Utilizing Thematic Learning Communities (TLCs) to enhance recruitment of, and a sense of belonging among, underrepresented students in the geosciences; Developing four hybrid classroom-field modules to diversify educational experience and increase content knowledge in a manner that provides application of theoretical knowledge in a societally-relevant urban context; Implementing community-engaged pedagogy and project mentoring to retain, support, and promote the holistic formation of underrepresented students as geoscientists by developing Cohorts of Environmental Action Scholars and providing externship opportunities for these students in the community. The hypotheses that frame this work are (1) engaging science-interested but uncommitted students early and with mentor supports will enhance recruitment (both number and diversity), (2) providing practical place-based experiences that are linked to relevant societal challenges will personalize subject learning, and (3) supporting the implementation of topically-relevant projects in communities will provide the opportunities for learners to transition to experts. These hypotheses are developed on a theoretical platform of "situated learning" as applied to societally-relevant, and student-relevant, geoscience experiences.Findings will be disseminated to the broader scholarly community, and will simultaneously be informing geoscience and other STEM educators on how to improve their STEM teaching and student learning, as well as the impact of this project and related pedagogical efforts on motivating students from underrepresented populations to pursue careers in the geosciences. Broader impacts for geoscience education include development, testing, and disseminating novel geoscience-impacts modules, determining the efficacy of interventions at several critical junctures that narrow the diversity pipeline in the geosciences, and providing opportunities for students to contribute meaningfully to community priorities in the realm of the geosciences, and thus to be better prepared for the modern geoscience workforce.