GP-IN: CUSP: Connecting Underserved Students to Polar STEM

GP-IN：CUSP：将服务不足的学生与 Polar STEM 连接起来

• 批准号: 2119883
• 负责人: Seth Campbell
• 金额: $ 37.73万
• 依托单位: University of Maine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2119883&HistoricalAwards=false
• 关键词: GP; CUSP; Connecting; Underserved; Students

Recent changes in the Polar regions such as atmospheric warming, permafrost thaw, sea ice decline, and glacier retreat, are having global impacts. Understanding these Polar changes and predicting their future global impacts require a wide range of future science, technology, engineering, and mathematics (STEM) professionals. Unfortunately, less than 25% of high school students in the United States receive Earth systems science training and Polar studies represents a very small component of what is taught. Additionally, the majority of Earth systems societal challenges disproportionately impact low income and underrepresented populations, yet there is a significant deficiency in the number of underrepresented students receiving training within these fields. In fact, most Earth systems science programs lack gender, ethnic, and economic diversity. Effective environmental solutions require communication between scientists, policy-makers, and the public, and must also support all communities, in particular, those most at risk. The project aims to help remedy gaps in Polar STEM education by developing new opportunities for underrepresented high school students to engage in real Polar STEM education in the classroom and via field experiences. Additionally, the project aims to train teachers in high schools to integrate Polar STEM experiences in their classrooms to increase Polar STEM literacy within the United States. The researchers specifically propose to help fill the gaps in Polar Earth systems science education within the United States by developing a collaborative consortium of education programs including the University of Maine, Juneau Icefield Research Program (JIRP), and several Department of Education funded Upward Bound Programs across the United States to offer 1) new project-based field opportunities in Polar STEM for high school students from low income or first generation college families, 2) teacher training in Polar Earth systems sciences 3) help to teachers developing high school lessons using authentic Polar STEM data, and 4) research focused on determining if our field and classroom education program improves teaching and high-school student learning about Polar environments. This project will specifically support justice, equity, diversity, and inclusion, of underrepresented students within the Polar geosciences and help develop a more diverse and representative next generation of science leaders in more communities across the United States.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.

极地地区的最新变化，例如大气变暖，多年冻结，海冰衰落和冰川静修处，都有全球影响。了解这些极地变化并预测其未来的全球影响，需要广泛的未来科学，技术，工程和数学（STEM）专业人员。不幸的是，美国只有不到25％的高中生接受地球系统科学培训，而极地研究是所教导的非常小的组成部分。此外，大多数地球系统社会挑战都会影响低收入和代表性不足的人群，但在这些领域中接受培训的代表性不足的学生人数很大。实际上，大多数地球系统科学计划都缺乏性别，种族和经济多样性。有效的环境解决方案需要科学家，政策制定者和公众之间的沟通，还必须支持所有面临风险最大的社区。 该项目旨在通过为代表性不足的高中学生开发新的机会，以在课堂和实地经验中从事真正的极性STEM教育，从而帮助解决极地STEM教育的差距。 此外，该项目旨在培训高中的教师，以在教室中融合极性STEM的体验，以提高美国境内的极性STEM素养。 研究人员专门提议通过开发包括缅因州大学，Juneau Icefield研究计划（JIRP）（JIRP）和几个教育系的合作联盟教育计划，以及在美国的高级教师提供基于低收入或第一代教师的高中生培训的新的Project of toartia toparii toparii topart of Polly Colebal of Polary of Polary tocor nector of Pollow offorce或第一代教学的教育，2）培训高年级或一年级的教师培训，2）正宗的极性STEM数据以及4）研究重点是确定我们的领域和课堂教育计划是否改善了教学和高中生学习极地环境。 该项目将特别支持极地地球科学中代表性不足的学生的正义，公平，多样性和包容性，并有助于在美国越来越多的社区中建立更多样化和代表性的下一代科学领导者。该奖项反映了NSF的法定使命，并通过该基金会的知识优点和广泛的criperia来评估NSF的法定任务，并被认为是值得通过评估来支持的。