EHR-Polar DCL: Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science

EHR-Polar DCL：通过协作学习进行真实研究（ARC-Learn）：数据丰富的北极科学的本科生研究经验

• 批准号: 2110854
• 负责人: Julie Risien
• 金额: $ 58.75万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2110854&HistoricalAwards=false
• 关键词: EHR; Polar; DCL; Authentic; Research

The ARC-Learn project is a partnership between the Oregon State University STEM Research Center and the College of Earth, Ocean and Atmospheric Sciences Polar Research programs. Access to quality research experience opportunities is a high impact educational practice that supports undergraduates to successfully continue their education in STEM fields. Many of these programs include intensive experiences that occur over the summer months, often requiring students to travel to distant or remote locations to participate. This common structure limits access for many students, especially those who have extended or delayed educational paths as they balance work, family, and dependent care obligations. ARC-Learn will provide a more flexible lower-intensity model to eliminate common barriers to participation. Over the course of two years ARC-Learn students, working within an affirmative science community, will be exposed to the full “arc” of research from understanding scientific challenges to sharing the results of research with the public. The unique design of this program will have three major benefits. First, it will provide critical training to develop the next generation of scientists, who will be charged with solving globally relevant environmental challenges for which the Arctic is ground-zero. For example, students will work in teams to better understand the ways in which continuing loss of Arctic sea ice impacts heat exchange between the ocean and atmosphere, intensifies coastal erosion, and alters the food web and food security. Second, ARC-Learn will leverage the vast data resources already available by focusing on developing critical science skills such as data literacy and visualization. Third, the project will increase access to undergraduate research for students who are underrepresented in the Polar sciences, transferring from two-year colleges, and those who are unable to be away from home and family obligations for extended periods of time. Success among these groups can broaden participation in science and lead to a more diverse future Polar science workforce. To support students’ success, ARC-Learn will employ inclusive and culturally responsive mentoring practices, a flexible and modular schedule, and the option for students to engage both in person and online. This project directly responds to the research and programmatic recommendations in the National Academies of Science, Engineering and Medicine consensus studies on Undergraduate Research Experiences (2017) and Science of Effective Mentorship in STEMM (2019). The overarching goals of ARC-Learn are to: 1) develop and diversify the next generation of Polar scientists; 2) expand knowledge about design and implementation of undergraduate research experiences; and 3) build understanding about how mentors can develop inclusive mentoring competencies and efficacy. The project research objectives are to understand the specific mechanisms and program design elements that contribute to: 1) achievement of learning outcomes; 2) cultivation of STEM identity and STEM persistence; and 3) mentor development of team science and inclusive mentoring practices and mindsets. Research methods will focus on using empirical data (collected through observations, surveys, interviews and reflective journals) to explain the program processes that enable (or inhibit) student progress and mentor development. The researchers will investigate students’ (self-efficacy, STEM identity and STEM trajectories) and mentors’ (self-concepts, perceptions of students, and inclusive mentoring and collaborative competencies) experiences. The team will seek to uncover how ARC-Learn program elements (formal collaborative and problem-based learning, inclusive mentoring, community, science lifecycle, and long-duration and low intensity schedule) contribute to student success and development of STEM identity and persistence. Additionally, the team will interrogate how external factors and institutional contexts impact student and mentor development and success. The project team will broaden the impact of this research through direct support and development of 50 participating underrepresented and non-traditional students and mentors, as well as development and broad dissemination of an empirically-based framework and programmatic lessons learned to support propagation and scaling of promising elements of this novel program design to support a richly diverse 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.

ARC-Learn项目是俄勒冈州立大学STEM研究中心和地球、海洋和大气科学学院极地研究项目之间的合作项目。获得高质量的研究经验机会是一种高影响力的教育实践，它支持本科生成功地继续他们在STEM领域的教育。其中许多项目都包括在夏季进行的密集体验，通常要求学生前往遥远或偏远的地方参加。这种常见的结构限制了许多学生的入学机会，特别是那些由于要平衡工作、家庭和受抚养人的照顾义务而延长或推迟了教育路径的学生。ARC-Learn将提供一种更灵活的低强度模式，以消除参与的常见障碍。在两年的课程中，arc - learn的学生将在一个积极的科学社区中工作，从理解科学挑战到与公众分享研究成果，他们将接触到完整的研究“弧线”。这个项目的独特设计将有三个主要好处。首先，它将为培养下一代科学家提供关键培训，这些科学家将负责解决与全球相关的环境挑战，而北极是这些挑战的起点。例如，学生们将以团队合作的方式更好地理解北极海冰的持续损失是如何影响海洋和大气之间的热交换，加剧海岸侵蚀，改变食物网和粮食安全的。其次，ARC-Learn将利用现有的大量数据资源，重点发展关键的科学技能，如数据素养和可视化。第三，该项目将增加在极地科学中代表性不足的学生，从两年制大学转学的学生，以及那些无法长时间离开家和承担家庭责任的学生获得本科研究的机会。这些团体的成功可以扩大对科学的参与，并导致未来极地科学劳动力更加多样化。为了支持学生的成功，ARC-Learn将采用包容性和文化响应性的指导实践，灵活和模块化的时间表，以及学生亲自和在线参与的选择。本项目直接响应《美国国家科学院、工程院和医学院本科生科研经历共识研究》（2017）和《STEMM有效指导科学》（2019）中的研究和规划建议。ARC-Learn的首要目标是：1)培养下一代极地科学家并使其多样化；2)拓展本科生科研经历的设计与实施知识；3)建立对导师如何发展包容性指导能力和效能的理解。该项目的研究目标是了解有助于实现以下目标的具体机制和程序设计元素：1)实现学习成果；2) STEM认同和STEM坚持的培养；3)团队科学和包容性指导实践和心态的导师发展。研究方法将侧重于使用经验数据（通过观察、调查、访谈和反思期刊收集）来解释促进（或抑制）学生进步和导师发展的项目过程。研究人员将调查学生（自我效能感、STEM身份和STEM轨迹）和导师（自我概念、对学生的看法、包容性指导和协作能力）的经历。该团队将寻求揭示ARC-Learn项目元素（正式的协作和基于问题的学习，包容性指导，社区，科学生命周期以及长时间和低强度的时间表）如何有助于学生的成功和STEM身份和持久性的发展。此外，团队将询问外部因素和机构环境如何影响学生和导师的发展和成功。项目团队将通过直接支持和发展50名参与的代表性不足的非传统学生和导师，以及开发和广泛传播基于经验的框架和项目经验教训，以支持传播和扩大这一新颖项目设计中有前途的元素，以支持丰富多样的劳动力，从而扩大这项研究的影响。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。