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

EAGER：科学多元化领导中心逻辑模型对教师和学生发展影响的探索性调查

• 批准号: 2024426
• 负责人: Robert Eagle
• 金额: $ 30万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2023-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2024426&HistoricalAwards=false
• 关键词: EAGER; exploratory; investigation; impact; Center

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.

EAGER项目的目标是研究加州大学洛杉矶分校科学多样领导中心（CDLS）教师和实习生发展模式对海洋科学教育的影响。CDLS教师发展模式旨在提高教师在包容性指导，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。受训者发展模式包括通过以团队为基础的研究、以团队为基础的外联以及技术和更高技能的发展，建立学习环境，以促进体验式学习、科学认同和社会归属感，并提供纵向和同行指导。对于教师和学员，CDLS建立学习和实践的社区。该项目将进行探索性工作，调整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，并实施它们过渡到一个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），其中包括课外领域的机会，基于问题的活动，社区推广和服务学习。它还将影响参与者和合作者任教的另外两个部门（地球，行星和空间科学，环境科学）的教学。一个更广泛的目标将是达到200+学生/年一旦创建，其中25%将来自代表性不足的群体。该项目将支持多名受训人员，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民族社区的多所高中和青年中心以及一个非营利组织的合作伙伴关系。通过评估、会议报告和结果的初步手稿，PI将记录学习收获、参与、更高的技能、坚持和扩大参与。该项目将测试CDLS逻辑模型在海洋科学教育中的影响，特别是将评估团队方法对1）包容性指导和教学实践的影响，与提高教师文化意识有关的行动，以及2）通过规定的活动在学员中的参与，成绩，保留，科学身份和社会归属感。这一方法应增加本科生在海洋学方面获得实际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性以及招聘和保留，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持续性。为了实现项目目标，PI将1）通过项目参与者完成辅导课程，在当前和未来的海洋科学教育工作者中培养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）实地经验，5）与当地非营利组织合作的服务学习项目，以及6）学生创建的公共海洋科学参与项目。PI预测，重点关注利用海洋学知识来解决当前问题、社区外展和体验式学习，以及沿着提供基于团队的工作和一致的榜样，将支持高水平的招聘、持续性和参与度。该奖项反映了NSF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。

项目成果

Hidden in plain sight: The invasive macroalga Caulerpa prolifera evades detection by environmental DNA methods

隐藏在众目睽睽之下：入侵性大型藻类 Caulerpa prolifera 逃避环境 DNA 方法的检测

• DOI: 10.1002/edn3.496
• 发表时间: 2024
• 期刊: Environmental DNA
• 作者: Waters, Tanner;Langlois, Kylie;Gold, Zachary;Theroux, Susanna;Eagle, Robert A.
• 通讯作者: Eagle, Robert A.