GP-IMPACT: Collaborative Workforce Training in Geoscience and Social Science for Natural-Hazards Preparedness and Mitigation (HazPM)

第一部分：自然灾害存在于地球的所有地方，并对人类、人类机构和基础设施构成风险。全球气候变化使这些风险变得更加极端、复杂和难以管理。有效地防备和减轻自然灾害不仅是自然科学家和工程师的问题，而且也是社会科学的问题，因为灾害起源于自然系统与社会之间的界面，并在其中发生。研究表明，教育程度较高的社会和受过良好教育的决策者最有能力防备、减轻自然灾害并从中恢复。虽然与危害相关的公共和专业教育是许多大学和学院的共同使命，但HazPM项目将通过借鉴社会和自然科学的危害专业知识来改进这种模式，以设计和实施本科生劳动力培训计划，从开始到结束都将这两个领域整合起来。我们的设计计划得到了当前研究的充分支持，并将产生一个创新的，完全可访问的，并经过严格测试的本科课程，将在区域实施并在全国范围内传播。通过与为美洲原住民和西班牙裔/墨西哥裔/拉丁裔学生提供服务的地区两年制学院的教师进行平行合作，HazPM项目团队还将为代表性不足的少数民族学生增加科学方面的机会和专业机会。第二部分：HazPM项目的总体目标是更好地准备本科生在地球科学和许多其他相关领域，如工程，规划，管理，法律预科和可持续发展，职业或研究生学习有关自然灾害的准备和缓解。借鉴基于研究的设计计划，整合自然科学和社会科学，并采用来自行业，政府机构和学术界的专家专业人员和教育工作者的灵活合作伙伴关系，我们将开发并实现一个创新，可持续和易于转移的劳动力培训计划，该计划将在当地实施，并在全国和全球范围内传播，以实现更广泛的采用。主要交付成果将是一个创新的，在线本地的，完全可访问的，严格评估的，模块化的课程，为本科证书课程。与机构和行业专业人士的合作将确保计划的有效性和相关性的职业机会。HazPM还将增加代表性不足的学生（包括美国本土和西班牙裔/墨西哥裔/拉丁裔学生）的入学机会和职业机会。S.西南）通过教学方法，解决社会经济不平等对服务不足社区的危害脆弱性的影响;与区域两年制学院直接合作，为大量代表性不足的学生提供服务;与少数民族专业STEM组织合作（例如，利用主要研究人员和合作者的各种集体专业知识，HazPM项目将把地球科学原理和当前的地理空间、遥感和监测技术与社会科学原理和实践相结合，以灌输学生对危害的人类、科学和工程方面的更广泛的理解。机构和行业专家在课程规划，开发和评估方面的充分合作将确保该计划的有效性。形成性和总结性评估将保持学术严谨性。 与区域社区学院的合作将允许学生谁反映西南地区的文化和社会经济多样性，谁将他们的专业知识应用在最需要的地方，特别是在服务不足的地区招聘的多元化干部。学生将能够进入这些合作机构的计划，并转移到亚利桑那州立大学完成学业。该计划对不同学生的影响将通过机构人口统计数据进行跟踪和测量。本科证书课程将在网上完全可用和可访问，并在亚利桑那州立大学和合作社区学院的学术课程中正式化，以确保其可持续性。所有危险品预防管理课程资源和研究成果将通过会议报告、教育研究和教学实践期刊上的参考出版物以及与SERC、DLESE和UCGIS等社区数字图书馆链接的网络托管在学术和专业团体中广泛传播。将鼓励其他机构采用和实施方案资源。

Part 1: Nontechnical Description of the ProjectNatural hazards exist in all parts of Earth, and pose risks to humanity, human institutions, and infrastructure. These risks are rendered even more extreme, more complex, and more difficult to manage by global climate change. Effective preparation for and mitigation of natural hazards is not simply a problem for natural scientists and engineers, but also for social sciences, since hazards originate and occur in the interfaces between natural systems and societies. Research has demonstrated that better-educated societies with better-educated decision-makers are best equipped to prepare for, mitigate, and recover from natural disasters. While hazards-related public and professional education are common missions for many universities and colleges, the HazPM project will improve on this model by drawing on expertise from both the social and the natural sciences of hazards to design and implement an undergraduate workforce-training program that integrates both realms from start to finish. Our design plan is fully supported by current research and will result in an innovative, fully accessible, and rigorously tested undergraduate curriculum that will be implemented regionally and disseminated nationally. Through parallel collaboration with faculty at regional two-year colleges that serve major populations of Native American and Hispanic/Chicano/Latino students, the HazPM project team will also increase access and professional opportunities in the sciences for underrepresented minority students. Part 2: Technical DescriptionThe overall goal of the HazPM project is to better prepare undergraduate students in geoscience and many other relevant fields, such as engineering, planning, management, pre-law, and sustainability, for careers or post-graduate studies related to natural-hazards preparedness and mitigation. Drawing on a research-based design plan that integrates natural and social sciences and employs a nimble partnership of expert professionals and educators from industry, government agencies, and academia, we will develop and bring to fruition an innovative, sustainable, and readily transferable workforce-training program that will be implemented locally and disseminated nationally and globally to enable wider adoption. The primary deliverable will be an innovative, online-native, fully accessible, rigorously assessed, modular curriculum for an undergraduate certificate program. Collaboration with agency and industry professionals will ensure program validity and relevance to career opportunities. HazPM will also increase access and professional opportunities for underrepresented students (including Native American and Hispanic/Chicano/Latino students in the U. S. Southwest) by means of pedagogy that addresses the impacts of socioeconomic inequality on vulnerability to hazards in underserved communities; direct partnership with regional two-year colleges that serve significant numbers of underrepresented students; and collaboration with minority professional STEM organizations (e.g., SACNAS, AISES, NABG) in dissemination of products.Drawing on the diverse collective expertise of the principal investigators and collaborators, the HazPM project will integrate geoscientific principles and current geospatial, remote sensing, and monitoring technologies with social science principles and practices to inculcate a far broader understanding of the human, scientific, and engineering dimensions of hazards in students. Full collaborative participation of agency and industry experts in curriculum planning, development, and evaluation will ensure the validity of the program. Formative and summative assessment will maintain academic rigor. Partnering with regional community colleges will allow for the recruitment of a diverse cadre of students who reflect the cultural and socioeconomic diversity of the Southwest, and who will apply their expertise where it is most needed, especially in underserved areas. Students will be able to enter the program at these partner institutions and transfer to ASU to complete their studies. Impacts of the program on diverse students will be tracked and measured by means of institutional demographic data. The undergraduate certificate program will be fully available and accessible online, and formalized in the academic programs at ASU and collaborating community colleges to ensure its sustainability. All HazPM curriculum resources and research findings will be broadly disseminated among the academic and professional communities by means of conference presentations, refereed publications in journals of education research and teaching practice, and web hosting with links to community digital libraries such as SERC, DLESE, and UCGIS. Adoption and implementation of the program resources by other institutions will be encouraged.