GP-EXTRA: GEOTeams: Summer Research Pathways to Geoscience Using a Novel Multilevel Team Approach

GP-EXTRA：GEOTeams：使用新颖的多层次团队方法进行地球科学夏季研究途径

• 批准号: 1911514
• 负责人: Emma Farmer
• 金额: $ 34.75万
• 依托单位: Hofstra University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1911514&HistoricalAwards=false
• 关键词: GP; EXTRA; GEOTeams; Summer; Research

Part 1 - As students are prepared for global change, there's an obligation to educate them in the significance of human impacts on Earth systems through the study of geoscience. The growing geoscience job market will present exciting new opportunities to contribute to the sustainability and well being of society; however, for a variety of reasons, students are not being made aware of these opportunities. The problem is particularly acute among underrepresented minority (URM, or Black, Hispanic, American Indian/Alaskan Native) students. This program applies a novel multi-level approach of engaging students at different stages in their education in a five week summer research project related to the challenges of living sustainably on Long Island. Four teams each year made up of an undergraduate science major, a high school student, and a future science teacher will perform hands on research closely mentored by expert faculty. The ultimate goal is to increase the number of students (particularly those underrepresented in the STEM pipeline) pursuing geoscience related degrees and planning on entering geoscience professions. In addition, the program seeks to strengthen the ability of future teachers to inspire students and influence their future STEM learning and interest in STEM careers, and to raise awareness among teachers of the research opportunities in the geosciences. Part 2 - During an intensive 5 week program, GEOTeam members will engage in collaborative, authentic, scientific inquiry on projects that focus on hydrogeology, sedimentology, geohazards, climate, and biogeochemistry. Weekly seminars and workshops will introduce students to research processes, safety training, and career development through interaction with geoscience professionals from local governments and businesses. GEOTeams will present their work and results in professional settings such as science fairs, conferences, and public meetings. The project capitalizes on several outstanding Hofstra programs, including the Summer Science Research Program; a STEM Collaboratorium; established connections with area public schools, particularly high need schools; the STEP and CSTEP collegiate preparatory programs for underrepresented students; and the Noyce Scholars Program. The project provides new insights on engaging students raised in a developed environment with limited exposure to geology a significant topic which has not yet received adequate attention. It adds to the knowledge base on how the strategic use of team?\based learning rooted in a collaborative process can impact the performance of students, particularly underrepresented students, in geoscience. It enhances the infrastructure for science teacher education by improving science teachers' ability to advance student learning through authentic research. The project explores how universities can directly engage high school students in explorations of geoscience early in their studies before they lose interest. Finally, project findings should contribute to [best practices] in STEM instruction for underserved minority students and increase their self\efficacy and performance in mathematics and science, thus expanding their opportunities for STEM careers. The students' engagement in authentic, career\relevant geoscience experiences will give them a concrete understanding of key knowledge and skills in the field and the importance of geoscience in solving real world problems.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

第 1 部分 - 当学生为全球变化做好准备时，他们有义务通过地球科学研究来教育他们人类对地球系统影响的重要性。不断增长的地球科学就业市场将提供令人兴奋的新机会，为社会的可持续发展和福祉做出贡献；然而，由于多种原因，学生并没有意识到这些机会。这个问题在代表性不足的少数族裔（URM，即黑人、西班牙裔、美洲印第安人/阿拉斯加原住民）学生中尤为严重。该计划采用新颖的多层次方法，让处于教育不同阶段的学生参与为期五周的夏季研究项目，该项目涉及长岛可持续生活的挑战。每年由一名科学专业本科生、一名高中生和一名未来科学教师组成的四个团队将在专家教师的密切指导下进行实践研究。最终目标是增加攻读地球科学相关学位并计划进入地球科学职业的学生数量（特别是在 STEM 渠道中代表性不足的学生）。此外，该计划旨在加强未来教师激励学生、影响他们未来 STEM 学习和对 STEM 职业兴趣的能力，并提高教师对地球科学研究机会的认识。第 2 部分 - 在为期 5 周的密集课程中，GEOTeam 成员将针对水文地质学、沉积学、地质灾害、气候和生物地球化学项目进行协作、真实的科学探究。每周的研讨会和讲习班将通过与地方政府和企业的地球科学专业人士的互动，向学生介绍研究过程、安全培训和职业发展。 GEOTeams 将在科学博览会、会议和公开会议等专业场合展示他们的工作和成果。该项目利用了霍夫斯特拉的几个优秀项目，包括暑期科学研究项目； STEM 合作馆；与地区公立学校，特别是高需求学校建立联系；针对代表性不足的学生的 STEP 和 CSTEP 大学预科课程；和诺伊斯学者计划。该项目为吸引在发达环境中长大、接触地质学有限的学生提供了新的见解，而地质学是一个尚未得到足够重视的重要话题。它增加了关于战略性使用植根于协作过程的基于团队的学习如何影响学生，特别是代表性不足的学生在地球科学方面的表现的知识库。它通过提高科学教师通过真实研究促进学生学习的能力来加强科学教师教育的基础设施。该项目探讨了大学如何在高中生失去兴趣之前直接让他们在学习早期参与地球科学的探索。最后，项目结果应有助于为服务不足的少数族裔学生提供 STEM 教学的[最佳实践]，并提高他们在数学和科学方面的自我效能和表现，从而扩大他们从事 STEM 职业的机会。学生参与真实的、与职业\相关的地球科学经历将使他们对该领域的关键知识和技能以及地球科学在解决现实世界问题中的重要性有具体的了解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。