Scholarships for Geoscience Educational Opportunities

爱达荷州博伊西州立大学的NSF科学、技术、工程和数学（S-STEM）奖学金项目旨在帮助解决地区和国家在未来十年内对估计135,000名新的训练有素的地球科学家的需求。该项目将通过增加招聘、留用到毕业，以及为学生在职业或地球科学研究生课程中的准备和安置，同时扩大参与，特别是在代表性不足的少数民族和女性学生中，为地球科学劳动力做出贡献。该项目将涵盖大学社区，从满足通识教育科学要求的学生到地球科学本科生、研究生和教师。所有学科的本科生都将受益于学习助理（LAs）在地球科学入门课程中的工作。本科地球科学专业（不仅仅是那些获得奖学金的学生）将受益于许多项目元素，包括提高元认知和计算技能，提高职业意识，助教（助教）的连续性，以及作为助教的校园工作潜力。通过与课程干预相关的教学培训，本系的研究生将受益于对助教作业的修改建议。研究生和本科生都将受益于招募不同的地球科学家在部门研讨会上发言，并让这些演讲者分享与他们职业道路相关的选择。项目成果将通过各种渠道分享给当地、区域和国家的同事。该项目将调整现有的课程和课外干预措施，并研究它们对学生成功的影响。该项目有以下目标：1)为低收入、有学术天赋的地球科学学生群体提供奖学金和指导；2)通过实施具体的循证教学实践（EBIPs）来加强理学学士地球科学课程，特别是提高学生的元认知和计算思维能力；3)为学生提供课程和课外机会，为他们的地球科学职业生涯做准备；4)研究项目活动对学生成功、留校和学位获得的影响。该项目有一个全面的计划，以产生与同时课程和课外活动对大型公共机构的BS地球科学学生群体的影响相关的新知识。这些活动建立在地球科学系实施的成功实践的基础上，并利用先前的国家科学基金会支持，帮助开发有效的S-STEM招聘和队列建设实践，帮助促进STEM教师探索和采用EBIPs，并帮助建立对促进学生成功的实践的总体关注。项目团队和顾问委员会成员代表了各种校园观点和专业领域，包括地球科学、教育、管理、咨询和学生支持、多样性、教师发展、财政援助、机构研究和行业。该系的教师将接受指导和使用几个ebip的培训。该项目预计，全日制新生和转校地球科学学生的第一年留校率、四年制和六年制毕业率都将显著提高，同时，向未被充分代表的少数民族学生和女性授予的学位也将增加。

This NSF Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) project at Boise State University in Idaho is designed to help address the regional and national need for an estimated 135,000 new highly trained geoscientists within the next decade. The project will contribute to the geoscience workforce by increasing recruitment, retention to graduation, and preparation for and placement of students in careers or geosciences graduate programs while broadening participation, especially among underrepresented minority and female students. The project will span the university community from students satisfying their general education science requirements through geoscience undergraduate students, graduate students and faculty. Undergraduate students from all disciplines will benefit from the work of Learning Assistants (LAs) in introductory geoscience courses. Undergraduate geoscience majors (not only those receiving scholarships) will benefit from many program elements including improved metacognitive and computational skills, greater career awareness, continuity of teaching assistants (TAs), and the potential for on-campus jobs as LAs. Graduate students in the department will benefit from proposed modifications to TA assignments through pedagogical training associated with the curricular interventions. Both graduate and undergraduate students will benefit from recruiting diverse geoscientists to speak in the department seminar and from having those speakers share choices related to their career paths. Project results will be shared through various outlets to reach local, regional, and national colleagues.The project will adapt established curricular and co-curricular interventions and study their impact on student success. The project has the following objectives: 1) provide scholarships and mentoring to cohorts of low-income, academically talented geoscience students; 2) enhance the BS Geosciences curriculum by implementing specific evidence-based instructional practices (EBIPs), especially to improve metacognitive and computational thinking skills in students; 3) provide curricular and co-curricular opportunities for students to investigate and prepare for geoscience careers; and 4) study the impact of project activities on student success, retention, and degree attainment. The project has a comprehensive plan to generate new knowledge related to the impact of simultaneous curricular and co-curricular activities on cohorts of BS Geosciences students at a large public institution. The activities build strongly on successful practices implemented in the Department of Geosciences and leverage prior NSF support that helped develop effective S-STEM practices for recruiting and cohort building, helped promote the exploration and adoption of EBIPs among STEM faculty, and helped establish an overall focus on practices to promote student success. The project team and advisory board members represent a variety of campus perspectives and areas of expertise including geoscience, education, administration, advising and student support, diversity, faculty development, financial aid, institutional research, and industry. Faculty in the department will receive training in mentoring and on the use of several EBIPs. The project expects significant gains in first year retention rates and 4-year and 6-year graduation rate for both full time freshmen and transfer geoscience students as well as an increase in degrees conferred to underrepresented minority students and women.