Collaborative Research: Embedding Public Engagement with Science at Long-Term Ecological Research Sites

合作研究：将公众参与与科学融入长期生态研究基地

• 批准号: 1713222
• 负责人: Peter Groffman
• 金额: $ 6.9万
• 依托单位: Research Foundation CUNY - Advanced Science Research Center
• 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: 2017-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713222&HistoricalAwards=false
• 关键词: Collaborative; Research; Embedding; Public; Engagement

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. This project will embed public engagement with science (PES) into the cultures and practices of two Long-Term Ecological Research (LTER) sites: the Hubbard Brook Experimental Forest in New Hampshire and the Harvard Forest in Massachusetts. The goals are 1) to build knowledge about the mutual learning between scientists and adult stakeholders in face-to-face engagement setting and 2) to develop evidence-based practices in the content of place-based ecosystem research. This is a collaborative project of 3 universities (Michigan State University, Harvard, and CUNY) and the two LTERs.Two primary research questions guide this work. First, how willing are participating scientists to take part in PES? What are their attitudes and beliefs about whether engagement can be effective and whether they have the necessary skills? Second, how willing are participating scientists to build relationships with stakeholders using normed tactics? Both qualitative and quantitative methods will be used to collect evidence including semi-structured interviews and surveys. A general set of hypothesis include that there will be positive changes in LTER scientists willingness to participate in PES, attitudes, and efficacy beliefs.

作为加强非正式环境中学习的总体战略的一部分，推进非正式STEM学习（AISL）计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。该项目将把公众参与科学（PES）融入两个长期生态研究（LTER）地点的文化和实践中：新罕布什尔州的哈伯德布鲁克实验森林和马萨诸塞州的哈佛森林。目标是：1)建立关于科学家和成人利益相关者在面对面参与环境中相互学习的知识；2)在基于地点的生态系统研究内容中发展基于证据的实践。这是三所大学（密歇根州立大学、哈佛大学和纽约市立大学）和两所大学的合作项目。两个主要的研究问题指导了这项工作。首先，参与PES的科学家有多愿意参与？他们对参与是否有效以及他们是否具备必要的技能的态度和信念是什么？第二，参与研究的科学家有多愿意使用规范的策略与利益相关者建立关系？定性和定量方法将用于收集证据，包括半结构化访谈和调查。一组一般的假设包括：LTER科学家参与PES的意愿、态度和效能信念将会发生积极的变化。

项目成果

Spatial Simulation of Codesigned Land Cover Change Scenarios in New England: Alternative Futures and Their Consequences for Conservation Priorities

新英格兰共同设计的土地覆盖变化情景的空间模拟：替代未来及其对保护优先事项的影响

• DOI: 10.1029/2019ef001348
• 发表时间: 2020
• 期刊: Earth's Future
• 作者: Thompson, Jonathan R.;Plisinski, Joshua S.;Lambert, Kathy Fallon;Duveneck, Matthew J.;Morreale, Luca;McBride, Marissa;MacLean, Meghan Graham;Weiss, Marissa;Lee, Lucy
• 通讯作者: Lee, Lucy