GP IMPACT: INTEGRATING RECRUITMENT AND RETENTION TO IMPROVE UNDERGRADUATE GEOSCIENCE PATHWAYS

该项目旨在从根本上改变夏威夷大学（UH）海洋与地球科学与技术学院（索斯特）和Kapi'olani社区学院（KCC）的本科生地球科学经验，无论是在课堂内外，使用基于证据的做法。预期成果是促进发展一支多样化的地球科学工作队伍，使其具备应对当今环境挑战的能力，并建立一个国家体制改革模式。该项目的目标是增加新宣布的索斯特本科专业在自然科学副学士（ASNS）学位持有者中的招生人数，增加新宣布的索斯特本科专业在索斯特第一年的保留率，并增加索斯特本科专业中代表性不足的少数民族入学人数（至少有一半是夏威夷土著人，太平洋岛民和菲律宾人）。这些目标将通过执行四个组成部分来实现。首先，索斯特的课程将被改造，以纳入以学生为中心的战略（如积极学习，有针对性的干预措施，以刺激学生的学习和成功）和创新的评估工具。第二部分是通过参加辅导网络、讲习班和外联活动为学生提供专业发展机会。另一个重要组成部分将是仿照KCC STEM中心在索斯特建立地球科学学习中心。该中心将有专门的工作人员和空间来促进STEM学习，网络，合作和共同的目的感。最后一个组成部分是通过开发海洋学实验室入门课程和为KCC学生提供实地考察来支持KCC海洋科学计划。通过关键的跨领域战略合作伙伴关系，KCC学生将在转入索斯特之前，期间和之后得到支持。

This project aims to fundamentally transform the undergraduate geoscience experience at the University of Hawai'i (UH) School of Ocean and Earth Science and Technology (SOEST) and Kapi'olani Community College (KCC), both in and out of the classroom, using evidence-based practices. The expected outcome is to contribute to the development of a diverse geoscience workforce equipped to tackle today's environmental challenges and the development of a national model for institutional transformation. The objectives of the project are to increase enrollment of newly declared SOEST undergraduate majors among Associate of Science in Natural Science (ASNS) degree holders, to increase retention of newly declared SOEST undergraduate majors during their first year at SOEST, and to increase underrepresented minority enrollment among SOEST undergraduate majors (with at least half of the increase among Native Hawaiians, Pacific Islanders, and Filipinos). These objectives will be accomplished through the implementation of four components. First, courses at SOEST will be transformed to incorporate student-centered strategies (e.g. active-learning, targeted interventions to stimulate student learning and success) and innovative assessment tools. The second component is professional development opportunities for the students through participation in a mentoring network, workshops, and outreach activities. Another important component will be the establishment of the Geoscience Learning Center at SOEST modeled after the KCC STEM center. The Center will have dedicated staff and space to promote STEM learning, networking, collaborations, and shared sense of purpose. The last component is support for KCC ocean science program by developing an introductory oceanography laboratory course and offering fieldtrips to the KCC students. Through a key cross-cutting strategic partnership, KCC students will be supported before, during, and after they transfer to SOEST.