GP-IMPACT: Science, Technology, Engineering and Math Student Experiences Aboard Ships (STEMSEAS)

GP-IMPACT：科学、技术、工程和数学学生在船上的体验 (STEMSEAS)

• 批准号: 1701168
• 负责人: Sharon Cooper
• 金额: $ 63.24万
• 依托单位: Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1701168&HistoricalAwards=false
• 关键词: GP; IMPACT; Science; Technology; Engineering

Non-technical:The science, technology, engineering and mathematics (STEM) workforce is crucial to the U.S. health and economy, yet retention rates in STEM fields are poor, and the Geoscience community in particular is faced with a looming workforce shortage. Moreover, the Geoscience community continues to lack the diversity of the population at large. The STEM Student Experiences Aboard Ships (STEMSEAS) project is a 3-year partnership between the Indiana University of Pennsylvania, Lamont Doherty Earth Observatory at Columbia University, and the University National Oceanographic Laboratory System (UNOLS) aimed at addressing three priorities: (1) increasing the number and diversity of students pursuing degrees and careers in geosciences; (2) preparing students for all possible career trajectories in the geosciences; and, (3) contributing to the evidence base for effective student engagement, learning and retention in STEM. The STEMSEAS project is achieving these goals by taking advantage of unused berthing capacity available on UNOLS vessels as they transit between U.S. ports in preparation for their next scientific expedition. These short (~5-7 days) transits offer a unique mobile classroom setting where undergraduate non-STEM, undecided-STEM, and geoscience majors can be exposed to geoscience professional practice and career exploration. By partnering with UNOLS and campus ?champions" at universities, including minority-serving institutions (MSIs) and historically black colleges and universities (HBCUs), the project sends diverse cohorts of students to sea with a small team of geoscience faculty and mentors. STEMSEAS is built on a pilot-project that sent three cohorts (~10 undergraduate students each) selected from an applicant pool of ~875 students on three different research vessels during 2016. The pilot-project demonstrated the logistical feasibility of the program, and showed through preliminary data a strong potential for positive impact. While at sea, the students engage in a variety of hands-on activities that incorporate geoscience content, lab exercises, data collection/analysis, career exploration, and discussion/reflection. Upon completion of a transit, each participant is required to complete a post-expedition project, which they present back at their home institution, write a short article about their experiences, and participate in post-expedition webinars with other cohort members. Technical:The STEM Student Experiences Aboard Ships (STEMSEAS) project is a 3-year initiative aimed at addressing three priorities: (1) increasing the number and diversity of students pursuing degrees and careers in geosciences; (2) preparing students for all possible career trajectories in the geosciences; and, (3) contributing to the evidence base for effective student engagement, learning and retention in STEM. Application materials and evaluation surveys are providing data to assess the impact of the STEMSEAS project on student knowledge of and attitudes toward the geosciences and geoscience careers. The STEMSEAS project is designed to add to the evidence base regarding what kinds of experiences and interventions help to increase retention and persistence in geoscience-related majors, and what strategies are most effective at increasing the number and diversity of students entering the geoscience workforce pipeline. By creating innovative learning experiences on board charismatic research vessels, STEMSEAS is gathering data on the effectiveness of novel approaches for engaging students who may never have considered the geosciences as a field of study or career, students who are interested in the geosciences but are unsure of what direction to go, and STEM-interested students who may not have considered the specifics of the geosciences. Through these immersive experiences, STEMSEAS is exploring the effectiveness of short-term but intense learning activities.

非技术：科学、技术、工程和数学（STEM）劳动力对美国的健康和经济至关重要，但STEM领域的保留率很低，特别是地球科学界面临着迫在眉睫的劳动力短缺。此外，地球科学界仍然缺乏总体人口的多样性。STEM学生在船上的体验（STEMSEAS）项目是宾夕法尼亚州印第安纳州大学、哥伦比亚大学的拉蒙多尔蒂地球观测站和大学国家海洋学实验室系统（UNOLS）之间的一个为期三年的伙伴关系，旨在解决三个优先事项：（1）增加攻读地球科学学位和职业的学生人数和多样性;（2）为学生在地球科学中所有可能的职业轨迹做好准备;（3）为学生有效参与STEM的证据基础做出贡献，学习和保留。STEMSEAS项目通过利用UNOLS船只在美国港口之间过境时未使用的停泊能力来实现这些目标，为下一次科学考察做准备。这些短暂的（~5-7天）过境提供了一个独特的移动的课堂环境，本科非STEM，未决定STEM和地球科学专业的学生可以接触到地球科学专业实践和职业探索。通过与UNOLS和校园合作？该项目在包括少数民族服务机构（MSI）和历史上的黑人学院和大学（HBCU）在内的大学中培养了许多“冠军”，该项目将不同的学生群体与一个地球科学教师和导师小组一起送到海上。STEMSEAS建立在一个试点项目的基础上，该项目在2016年期间从三艘不同的研究船上的约875名学生的申请者中选出了三个队列（每个队列约10名本科生）。试点项目证明了该方案的后勤可行性，并通过初步数据显示了产生积极影响的巨大潜力。而在海上，学生从事各种动手活动，包括地球科学内容，实验室练习，数据收集/分析，职业探索和讨论/反思。在完成过境后，每个参与者都需要完成一个探险后的项目，他们在自己的家乡机构展示，写一篇关于他们的经历的短文，并与其他队列成员一起参加探险后的网络研讨会。技术：STEM学生船上体验（STEMSEAS）项目是一项为期3年的计划，旨在解决三个优先事项：（1）增加攻读地球科学学位和职业的学生数量和多样性;（2）为学生在地球科学中所有可能的职业轨迹做好准备;以及（3）为有效的学生参与，学习和保留STEM的证据基础做出贡献。 申请材料和评估调查提供数据，以评估STEMSEAS项目对学生的知识和对地球科学和地球科学职业的态度的影响。STEMSEAS项目旨在增加证据基础，说明什么样的经验和干预措施有助于提高地球科学相关专业的保留率和持久性，以及什么策略最有效地增加进入地球科学劳动力管道的学生数量和多样性。通过在富有魅力的研究船上创造创新的学习体验，STEMSEAS正在收集有关新方法有效性的数据，这些方法可以吸引那些可能从未将地球科学视为研究或职业领域的学生，对地球科学感兴趣但不确定该往哪个方向走的学生，以及可能没有考虑过地球科学细节的STEM感兴趣的学生。通过这些身临其境的体验，STEMSEAS正在探索短期但激烈的学习活动的有效性。

项目成果

STEMSEAS: A Vehicle for the US Academic Fleet to Serve Undergraduates from Diverse Backgrounds

STEMSEAS：美国学术舰队为来自不同背景的本科生提供服务的工具

• DOI: 10.5670/oceanog.2017.405
• 发表时间: 2017
• 期刊: Oceanography
• 影响因子: 2.8
• 作者: Cooper, Sharon;Lewis, Jonathan
• 通讯作者: Lewis, Jonathan

Changing the Culture of Coastal, Ocean, and Marine Sciences: Strategies for Individual and Collective Actions

改变沿海、海洋和海洋科学文化：个人和集体行动的策略

• DOI: 10.5670/oceanog.2021.307
• 发表时间: 2021
• 期刊: Oceanography
• 影响因子: 2.8
• 作者: Behl, Mona;Cooper, Sharon;Garza, Corey;Kolesar, Sarah;Legg, Sonya;Lewis, Jonathan;White, Lisa;Jones, Brandon
• 通讯作者: Jones, Brandon