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学习项目是俄勒冈州州立大学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伙伴关系。获得高质量的研究经验机会是一个高影响力的教育实践，支持本科生成功地继续他们在STEM领域的教育。许多这些计划包括在夏季发生的密集体验，通常需要学生前往遥远或偏远的地方参加。这种共同的结构限制了许多学生的入学机会，特别是那些在平衡工作、家庭和抚养义务时延长或推迟了教育途径的学生。ARC-Learn将提供一个更灵活的低强度模型，以消除参与的常见障碍。在两年的课程中，ARC学习的学生，在一个肯定的科学社区工作，将接触到研究的全部“弧”，从理解科学挑战到与公众分享研究成果。该计划的独特设计将有三大好处。首先，它将提供关键的培训，以培养下一代科学家，他们将负责解决全球相关的环境挑战，而北极是这些挑战的起点。例如，学生将在团队中工作，以更好地了解北极海冰的持续损失影响海洋和大气之间的热交换，加剧海岸侵蚀，并改变食物网和粮食安全的方式。其次，ARC-Learn将利用现有的大量数据资源，专注于开发关键的科学技能，如数据素养和可视化。第三，该项目将增加那些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远离家庭和家庭义务的学生的本科研究机会。这些群体的成功可以扩大科学参与，并导致未来极地科学工作人员更加多样化。为了支持学生的成功，ARC-Learn将采用包容性和文化上敏感的指导实践，灵活和模块化的时间表，以及学生亲自和在线参与的选项。该项目直接回应了美国国家科学院、工程院和医学院关于本科生研究经验的共识研究（2017年）和科学有效导师制（2019年）的研究和方案建议。ARC-Learn的总体目标是：1）培养下一代极地科学家并使其多样化; 2）扩大有关本科生研究经验的设计和实施的知识; 3）了解导师如何培养包容性的指导能力和效率。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计划设计要素：1）实现学习成果; 2）培养STEM身份和STEM持久性; 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，访谈和反思性期刊收集）来解释使（或抑制）学生进步和导师发展的程序过程。研究人员将调查学生的（自我效能，STEM身份和STEM轨迹）和导师的（自我概念，对学生的看法，以及包容性的指导和协作能力）经验。该团队将寻求揭示ARC学习计划的要素（正式的协作和基于问题的学习，包容性的指导，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，该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。该项目小组将通过直接支持和发展50名参与人数不足和非传统的学生和导师，以及发展和广泛传播一个经验-该奖项反映了NSF的法定使命，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。