Track 2: Pathways - A Geoscience Network for Training and Recruitment of Future Earth Scientists in El Paso

途径2：途径--埃尔帕索培养和招聘未来地球科学家的地球科学网络得克萨斯大学埃尔帕索分校(UTEP)是一所卡内基研究密集型大学，位于墨西哥和得克萨斯州交界处的里奥格兰德裂谷南部，正在建设一个地球科学招聘和培训网络，目标有两个：1)增加获得地球科学学士、硕士和博士学位并进入地球科学职业生涯的拉美裔美国学生的人数；2)提高对地球科学作为一门重要和相关科学学科的认识，该学科在高中生和教师、社区大学生和本科生中有许多就业机会。为了建立和维持我们的网络，我们正在开展四项相互关联的活动：1)为期两周的高一新生暑期计划，每年让30名学生和6名教师接触各种地球科学主题，并演示新生科学课程中涵盖的化学和物理如何与地球科学相结合；2)与教师的后续计划，确保将与地球科学相关的课程整合到九年级综合物理和化学课程中；3)每年为8名本科生提供辅导和研究体验；4)每年为2名博士生提供奖学金计划。我们的工作预期成果包括以下模式：1)一个为地球科学服务的招聘和培训网络；2)培养教师将地球科学活动纳入物理和化学课程并评估其有效性；以及3)一个垂直的指导结构，从高中生和教师到本科生到博士生，促进学生的成功和对地球科学的兴趣。通过在一个拥有大量拉美裔美国人口的地方创建一个涵盖从K-12学校到博士学位的地球科学管道的方方面面的网络，我们预计将为改变未来地球科学劳动力的人口结构做出重大贡献。

Track 2: Pathways - A Geoscience Network for Training and Recruitment of Future Earth Scientists in El PasoThe University of Texas at El Paso (UTEP), a Carnegie research-intensive university situated in the southern Rio Grande Rift on the border between Mexico and Texas, is building a geoscience recruitment and training network with two goals: 1) to increase the number of Hispanic American students who receive bachelor's, master's and doctoral degrees in the geosciences and then enter geoscience careers and 2) to increase awareness about the geosciences as an important and relevant scientific discipline with many career opportunities among high school students and teachers, community college students, and undergraduate students at UTEP. To build and sustain our network we are carrying out four linked activities: 1) a two-week summer program for high-school freshman that each year exposes 30 students and 6 teachers to a variety of topics in the geosciences and demonstrates how the chemistry and physics covered in freshman science courses integrates with geoscience; 2) a follow-up program with teachers that will assure integration of geoscience-related lessons into the ninth grade integrated physics and chemistry curriculum, 3) a mentoring and research experience for eight undergraduates each year and 4) a fellowship program for two Ph.D. students each year. Anticipated outcomes from our work include models for: 1) a recruitment and training network that works for geoscience; 2) preparing teachers to incorporate geoscience activities into physics and chemistry curricula and for assessing their effectiveness; and 3) a vertical mentoring structure that stretches from high-school students and teachers through undergraduate students to Ph.D. candidates that promotes both student success and interest in geoscience. By creating a network that encompasses all aspects of the geoscience pipeline from the K-12 schools to the Ph.D. in one location with a large Hispanic American population, we expect to make a major contribution to changing the demographics of the future geoscience workforce.