Scholarships for Geoscience Educational Opportunities

在爱达荷州的博伊西州立大学，这个NSF科学、技术、工程和数学奖学金（S-STEM）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，保留到毕业，并准备和安置学生在职业或地球科学研究生课程，同时扩大参与，特别是在代表性不足的少数民族和女学生的地球科学劳动力。该项目将跨越大学社区，从满足普通教育科学要求的学生到地球科学本科生、研究生和教职员工。来自所有学科的本科生将受益于学习助理（LA）在介绍地球科学课程的工作。本科地球科学专业（不仅是那些获得奖学金）将受益于许多计划元素，包括提高元认知和计算技能，更高的职业意识，教学助理（TA）的连续性，以及作为LA的校内工作的潜力。该部门的研究生将受益于通过与课程干预相关的教学培训对TA作业的拟议修改。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，并让这些发言者分享与他们的职业道路相关的选择。 项目成果将通过各种渠道与当地、地区和国家的同事分享。该项目将调整既定的课程和课外干预措施，并研究其对学生成功的影响。该项目有以下目标：1）为低收入、学术上有才华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（EBIP），特别是提高学生的元认知和计算思维技能，加强BS地球科学课程; 3）为学生提供课程和课外机会，为地球科学职业做好调查和准备;以及4）研究项目活动对学生成功、保留和学位获得的影响。该项目有一个全面的计划，以产生新的知识有关的同时课程和课外活动的BS地球科学学生在一个大型公共机构的群体的影响。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NSF先前的支持，帮助制定有效的S-STEM招聘和队列建设实践，帮助促进STEM教师探索和采用EBIP，并帮助建立对实践的整体关注，以促进学生的成功。 项目团队和咨询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。 该部门的教师将接受指导和使用几个EBIP的培训。该项目预计，全日制新生和转学地球科学学生的第一年保留率以及4年和6年毕业率将大幅提高，向代表性不足的少数民族学生和妇女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.