EAGER: An exploratory investigation of the impact of the Center for Diverse Leadership in Science logic model on faculty and student development

这个EAGER项目的目标是研究加州大学洛杉矶分校科学多元化领导中心（CDLS）教师和实习生发展模式对海洋科学教育的影响。CDLS教师发展模式旨在培养教师在包容性指导、包容性教学和文化意识方面的技能，并将这些技能付诸实践。学员发展模式包括构建学习环境，通过团队研究、团队拓展、技术和更高技能发展，以及纵向和同伴指导，促进体验式学习、科学认同和社会归属感。对于教师和学员，CDLS建立了学习和实践社区。该项目将进行探索性工作，以适应和评估一套新的逻辑模型，以扩大对海洋科学的参与。它将创建新的课程材料，并实施它们，将传统的理论本科课程在一个非多样化的部门（大气和海洋科学）转变为一个包括课外实地机会、基于问题的活动、社区外展和服务学习的课程。它还将影响参与者和合作者授课的另外两个系（地球、行星和空间科学、环境科学）的教学。更广泛的目标是，一旦创建，每年将达到200多名学生，其中25%将来自代表性不足的群体。该项目将支持多名学员，包括来自代表性不足群体的本科生和研究生，以及一名早期职业项目科学家，并支持与低收入少数族裔社区的多所高中和青年中心以及一家非营利组织建立伙伴关系。通过评估、会议报告和成果初稿，项目负责人将记录学习成果、参与、更高的技能、坚持不懈和扩大参与。该项目将测试CDLS逻辑模型在海洋科学教育中的影响，具体而言，将评估团队方法对以下方面的影响：1)包容性指导和教学实践，以及与提高教师文化意识相关的行动；2)通过规定的活动，学员的参与度、成绩、留任率、科学认同和社会归属感。这种方法应该增加本科生在海洋学方面获得实践和有意义的学习经验的机会，这也促进了该领域代表性不足群体的学生的包容、招募和保留，同时支持该领域代表性不足群体的研究生和早期职业科学家的坚持。为了实现项目目标，pi将1)通过完成项目参与者的指导课程，培养当前和未来海洋科学教育者的文化意识技能和实践；2)本科生与来自代表性不足群体的项目参与者合作，3)课程修改；4)实地体验；5)与当地非营利组织的服务学习项目；6)学生创建的公共海洋科学参与项目。项目指标预测，将重点放在利用海洋学知识解决当前问题、社区推广和体验式学习上，同时提供团队合作和和谐的榜样，将支持高水平的招聘、坚持和参与。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。

The goal of this EAGER project is to examine the impacts of the UCLA Center for Diverse Leadership in Science (CDLS) faculty and trainee development models on ocean science education. The CDLS faculty development model aims to grow faculty skills in inclusive mentoring, inclusive teaching, and cultural awareness, and put these skills into practice. The trainee development model includes constructing learning environments to promote experiential learning, science identity, and social belonging, through team-based research, team-based outreach, and technical and higher skills development, with vertical and peer mentorship. For both faculty and trainees, CDLS builds communities of learning and practice. This project would do exploratory work to adapt and assess a new set of logic models for broadening participation in ocean sciences. It would create new curricular materials and implement them to transition a traditional theoretical undergraduate curriculum in a non-diverse department (Atmospheric and Oceanic Sciences) into one that includes extracurricular field opportunities, problems-based activities, community outreach, and service learning. It will also impact teaching in two additional departments (Earth, Planetary, and Space Sciences, Environmental Science) where participants and collaborators teach. A broader aim will be to reach 200+ students/year once created, of which 25% will be from underrepresented groups. The project would support multiple trainees including undergraduates and graduate students from underrepresented groups, and an early career project scientist, as well as support partnerships with multiple high schools and youth centers in low-income minority neighborhoods, and a non-profit. Through assessment, conference presentations, and an initial manuscript on the results, the PIs will document learning gains, engagement, higher skills, persistence, and broadening participation.This project will test the impact of the CDLS logic models in ocean science education, and specifically will assess the impacts of the team's approaches on growth of 1) inclusive mentoring and teaching practices, and actions that relate to enhanced cultural awareness in faculty, and 2) engagement, grades, retention, science identity, and social belonging in trainees through stated activities. This approach should increase opportunities for undergraduate students to have hands-on and meaningful learning experiences in oceanography, that also promotes inclusion and the recruitment and retention of students from underrepresented groups in the field, while at the same time supporting the persistence of graduate students and early career scientists from underrepresented groups in the field. To achieve project goals, PIs will 1) grow cultural awareness skills and practices in current and future ocean science educators, through completion of mentoring curriculum by project participants, 2) undergraduate students working in teams with project participants from underrepresented groups by 3) curriculum modification, 4) field-based experiences, 5) service-learning projects with a local non-profit, and 6) student-created public ocean science engagement projects. PIs predict the focus on using oceanographic knowledge in service to address current problems, community outreach, and experiential learning, along with the provision of team-based work and concordant role models, will support high levels of recruitment, persistence, and engagement.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.