Collaborative Research: GP-IN: Traditional Knowledge In Geoscience: Policy and Research Practices

该项目致力于地球科学研究、教育和政策培训，将美洲原住民/阿拉斯加原住民 (NA/AN) 社区的传统知识 (TK) 与西方科学学科结合起来。该项目鼓励代表性不足的学生（即土著、非裔美国人、西班牙裔）参与地球科学和政策研究，努力展示 STEM 职业的多样性和潜力，并与 NA/AN 社区合作提供基于地点和社区的严谨的地球科学研究项目。该项目建立在多种科学范式之上，将生物学、数学、海洋学、化学和环境科学与传统知识相结合，以鼓励学生对 STEM 的兴趣。该项目旨在通过部落社区和学术界之间的合作研究，促进同伴和导师网络的创建，有针对性地提高 NA/AN 学生在地球科学领域的保留率。 PI 寻求通过开发符合文化的地球科学研究和教学模型，并以 STEM 教育研究为基础，为项目提供理论和实证依据，从而开发创新和符合文化的研究项目。该项目调查了文化上一致的地球科学研究项目对提高 NA/AN 学生作为科学家的自我效能的影响。 PI 认为，通过承认传统知识和 STEM 知识系统是在地点、语言和文化背景下传播科学的有效模式，该项目有效地促进了知识正义和地球科学研究和教育的平等机会。该项目通过将基于地方和社区的研究与传统知识和西方知识体系相结合，并通过纳入联邦和地方规模的政策实践和驱动因素，引入了本科生研究的新模式。该计划旨在增强地球科学劳动力的多样性。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。

This project engages in geoscience research, education, and policy training to align and braid Traditional Knowledge (TK) from Native American/Alaska Native (NA/AN) communities with Western science disciplines. The project encourages participation of underrepresented students (i.e. Indigenous, African American, Hispanic) into geoscience and policy research in an effort to demonstrate the diversity and potential for STEM careers and to provide rigorous geoscience research projects that are place- and community based in collaboration with NA/AN communities. The project builds upon multiple scientific paradigms blending biology, math, oceanography, chemistry, and environmental sciences with TK to encourage student interest in STEM. The program seeks to pointedly improve retention of NA/AN students in geoscience by fostering the creation of peer and mentor networks through collaborative research between tribal communities and academia. The PIs seek to develop an innovative and culturally aligned research program through the development of culturally aligned geoscience research and teaching models and by building on research in STEM education that provide theoretical and empirical justification for the project. The project investigates the impact of a culturally aligned geoscience research program to increase NA/AN students self-efficacy as scientists. The PIs believe that by acknowledging TK and STEM knowledge systems as valid modes of communicating science in the context of place, language, and culture the project effectively fosters intellectual justice and equal access to geoscience research and education. This program introduces a new model for undergraduate research by incorporating place- and community-based research coupled with TK and western knowledge systems, and through the incorporation of policy practices and drivers at both a federal and local scale. The program seeks to enhance the diversity of the geoscience workforce.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.