GP-GO:Providing Educational Access to Research & Learning in geoscienceS (PEARLS)

地球科学是科学、技术、工程和数学（STEM）中多样化程度最低的学科之一。该项目将采用经科学认可的最佳实践，为非传统地球科学专业学生、妇女、服务不足和代表性不足的少数族裔提供参与地球科学研究和学习的教育机会。这项工作将提高人们对地球科学的认识和了解，并将培养一支多样化的、具有全球竞争力的STEM劳动力队伍。该项目将通过课外体验和培训吸引学生参与地球科学。该项目为马里兰大学帕克分校（UMD）提供了一个具有综合经验的地球科学学习生态系统，帮助非传统地球科学专业的高年级本科生和攻读硕士学位的学生过渡到地球科学领域，从事地球科学研究。这些经历将帮助学生更成功地进入地球科学研究生课程和地球科学工作场所。本项目将为学生从事跨学科地球科学工作创造催化经验。学习设计由三个关键目标组成。pi将i)创建一个指导计划，其中包括终身学习丰富计划，最终获得全国认可的认证和/或与学者以及州和地方政府的学徒关系。Ii)设计和测试桥梁项目，帮助非地球科学领域的本科后学生过渡到地球科学研究生项目；iii)促进学术界与当地私营部门或州/地方政府部门之间的职业合作，促进本科/研究生项目与地球科学劳动力之间的过渡。拟议的学习生态系统模型提供了三种不同的途径，以增强虚拟和真人平台上非传统地球科学专业学生的技术专长和知识。技术知识和促进增长是由一个垂直分层的导师网络支持的。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。

Geoscience is one of the least diverse disciplines in science, technology, engineering, and mathematics (STEM). This program will apply scientifically ratified best practices to Provide Educational Access to Research & Learning in geocienceS (PEARLS) for non-traditional geoscience majors, women, under-served, and underrepresented minorities (URM). The work will increase the awareness and access to the geosciences and will develop a diverse, globally competitive STEM workforce. The project will engage students in the geosciences through extracurricular experiences and training. The project provides a geoscience learning ecosystem with integrated experiences at the University of Maryland, College Park (UMD) to help undergraduate upperclassmen from non-traditional geoscience majors and master’s degree-seeking students transition into geosciences and engage in geoscience studies. The experiences will help students matriculate more successfully in geoscience graduate programs and the geoscience workplace. This project will create catalytic experiences for students to engage in interdisciplinary geoscience work. The learning design is composed of three critical objectives. The PIs will i) create a mentorship program that includes a life-long learning enrichment program culminating in nationally recognized certification and/or apprenticeship with academics, as well as with and the state and local governments. ii) design and test bridge programs to help post-undergraduate students from non-geoscience fields transition into geoscience graduate programs and iii) foster career-aligned collaborations between academia and the local private sector or state/local government sector that facilitate transitions between undergraduate/graduate programs and the geoscience workforce. The proposed learning ecosystem model offers three distinct pathways to enhance technical expertise and knowledge of non-traditional geoscience majors in virtual and in-person platforms. The technical knowledge and promotion of growth is supported by a vertically tiered mentor network.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.