ADVANCE Partnership: From the Classroom to the Field: Improving the Workplace in the Geosciences

该项目旨在满足每一个在STEM领域学习和工作的人对安全、高效的STEM教育和研究工作场所的需求。该项目可能会导致地球科学的系统性变化，并可能成为其他STEM学科的典范。重点是地球科学，因为它包括现场工作期望，是科学、技术、工程和数学（STEM）领域中多样性最小的领域之一。该项目将为系主任、系主任和教师开设旁观者干预讲习班，以减少性骚扰事件，并在发生时妥善处理。合作伙伴包括来自地球科学、教育和专业发展领域的科学和专业协会的专家。该项目团队拥有成功领导教师和早期职业科学家专业发展项目的经验。该项目将通过将性骚扰视为科学不端行为来改变当前和未来地球科学家的研究伦理教学。合作组织包括：威斯康星大学麦迪逊分校、布朗大学、加州州立大学洛杉矶分校、科罗拉多学院、加州大学默塞德分校、美国地球物理联合会（AGU）、地球科学妇女网络（ESWN）和女性地球科学家协会（AWG）。该项目将通过为系主任、系主任和教职员工开发经过测试的旁观者干预讲习班，以适当应对、预防和消除性骚扰，为地球科学领域的性别平等带来系统性变革。建议活动的新贡献包括：1)设计以社区为基础的女性和男性学术领袖的旁观者干预培训方法；2)更新研究伦理行为的课程，将性骚扰纳入科学不端行为；3)将地球科学相关情景纳入培训和教材，包括实地研究和教育设置。该项目旨在从机构层面、结构层面和个人层面改善工作场所的环境。在机构层面，通过科学社团和机构的领导直接处理学术文化。在结构层面，通过指导专业行为和应对不当行为的政策和程序。在个人一级，通过教育和赋予妇女和男子权力，制定干预各种不当行为情况的战略。培训材料将包括注意具有多重身份的妇女所面临的独特挑战。与STEM专业协会合作伙伴的合作将促进国家传播、实施和可持续性。在这个项目中开发和测试的模型将作为其他STEM学科的模型共享，并可能导致STEM文化更广泛的系统性变化。NSF ADVANCE项目旨在通过识别和消除阻碍女性教师在学术机构充分参与和进步的组织障碍来促进性别平等。阻碍公平的组织障碍可能存在于政策、过程、实践以及组织文化和气候中。

This project addresses the need for safe and productive STEM education and research workplaces for each and every person studying and working in STEM. The project will likely result in systemic change in the geosciences and may become a model for other STEM disciplines. The focus is on the geosciences because it includes field work expectations and is one of the least diverse of the science, technology, engineering, and mathematics (STEM) fields. The project will develop bystander intervention workshops for department heads, chairs, and faculty to reduce incidents of sexual harassment and to properly handle it if it happens. The partners include experts from scientific and professional societies in geoscience, education, and professional development. The project team has experience leading successful professional development programs for faculty and early-career scientists. The project will transform teaching of research ethics of current and future geoscientists by addressing sexual harassment as scientific misconduct. The partnering organizations include: University of Wisconsin-Madison, Brown University, California State Los Angeles, Colorado College, University of California Merced, American Geophysical Union (AGU), Earth Science Women's Network (ESWN), and the Association for Women Geoscientists (AWG). The project will generate systemic change for gender equity in the geosciences through development of tested bystander intervention workshops for department heads, chairs, and faculty to appropriately respond to, prevent, and eliminate sexual harassment. The novel contributions of the proposed activities include: 1) Designing a community-based approach to bystander intervention training for women and men academic leaders; 2) Updating curriculum for the ethical conduct of research to include sexual harassment as scientific misconduct; and 3) Incorporating geoscience-relevant scenarios into training and teaching materials, including field research and educational settings. The project aims to improve workplace climate at the institutional level, structurally, and individually. At the institution level by directly addressing academic cultures through the leadership of scientific societies and institutions. At the structural level through policies and processes that guide professional conduct and response to misconduct. At the individual level through education and empowerment of women and men with strategies for intervening in various situations of misconduct. The training material will include attention to the unique challenges faced by women with intersectional identities. The collaborations with professional STEM society partners will facilitate national dissemination, implementation, and sustainability. The model developed and tested in this project will be shared as a model for other STEM disciplines and could result in broader systemic change in the culture of STEM.The NSF ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of women faculty in academic institutions. Organizational barriers that inhibit equity may exist in policies, processes, practices, and the organizational culture and climate.