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

该项目从事地球科学研究、教育和政策培训，将美洲原住民/阿拉斯加原住民社区的传统知识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，以展示STEM职业的多样性和潜力，并与北美/非洲社区合作，提供基于地方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的基础上，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，促进建立同伴和导师网络，从而有针对性地提高NA/AN学生在地球科学专业的留用率。pi寻求通过发展符合文化的地球科学研究和教学模式，并建立在STEM教育研究的基础上，为项目提供理论和经验证明，开发一个创新的和文化一致的研究项目。该项目调查了一个与文化相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知识系统是在地域、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平等获得地球科学研究和教育的机会。该计划通过将地方和社区研究与传统知识和西方知识系统相结合，并通过将联邦和地方规模的政策实践和驱动因素结合起来，为本科生研究引入了一种新的模式。该计划旨在提高地球科学工作人员的多样性。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知识价值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.