Collaborative Project: Track 2: Collaborations for Building Michigan Geology Talent

这笔赠款支持努力增加密歇根州高中地球科学课程的数量和质量，通过考试过程为学生提供该州主要高等教育机构的双学分。 这一战略提供了一个新的机会，以提高有才华的高中生的地球科学的地位，并有可能达到新一代的学生，增加选择地球科学职业的学生人数，并增加地球科学劳动力的多样性。 第一轨道项目是东密歇根大学、大峡谷州立大学和威斯康星州-麦迪逊大学之间的合作项目，有三个主要目标：（1）培训密歇根州各地的教师，在12年级教授由Mattox和Bolhuis开发的高中高级地质学课程;（2）证明完成高质量的HSAG课程可以吸引不同的学生参加地球科学课程;并且，在本发明中，（三）扩大现有的八所学院和大学的联盟，向通过HSAG考试的学生授予大学学分。多达15所高中，包括几个服务于大量不同学生的学校，正在准备在自己的学校教授类似AP的HSAG课程，并在密歇根州的大多数大学中获得学分。教师得到了内容知识、教学指导和适当授课所需的设备的支持。 到三年期项目结束时，预计将有大约750名学生参加HSAG考试，每年参加该课程的学生人数将超过375人。在哈德森维尔高中的试点研究的成功率（80%的通过率与14%的选择地球科学方案）表明，该项目可能会有实质性的更广泛的影响，并最终产生每年约50名学生的地球科学劳动力管道，其中许多学生来自代表性不足的群体。该项目有可能建立一个可复制的国家模式，使不同的高中学生群体参与地球科学。

This grant is supporting efforts to increase the number and quality of high school geoscience courses in the state of Michigan that provide students with dual credit at major institutions of higher education in the state, through a credit by exam process. This strategy provides a new opportunity to elevate the stature of the geosciences among talented high school students and potentially reach a new generation of students, increase the number of students selecting geoscience careers, and add diversity within the geoscience workforce. This Track 1 project, which is a collaboration between Eastern Michigan University, Grand Valley State University, and the University of Wisconsin - Madison, has three main goals: (1) to train teachers from throughout Michigan to teach the High School Advanced Geology (HSAG) course developed by Mattox and Bolhuis at the 12th grade level; (2) to demonstrate that completing a high quality HSAG course can attract diverse students to geoscience programs; and, (3) to expand the existing consortium of eight colleges and universities that award college credit to students who pass the HSAG Exam. Up to 15 high schools, including several that serve large populations of diverse students, are being prepared to teach the AP-like HSAG class in their own school and have it count for credit at most universities in Michigan. Teachers are being supported with content knowledge, guidance on pedagogy, and the equipment needed to properly teach the class. By the end of the three-year project, it is expected that about 750 students will have taken the HSAG Exam and the number of students taking the course will be greater than 375 students per year. The success rate of a pilot study at Hudsonville High School (80% pass rate with 14% selecting geosciences programs) suggests that this project may have substantial broader impact and ultimately yield around 50 students per year to the geosciences workforce pipeline, with many of these students coming from underrepresented groups. The project has the potential to establish a replicable national model for engaging diverse high school student populations in the geosciences.