Collaborative Research: GEODES: Geoscience Diversity Experiential Simulations

第一部分地球科学多样性经验模拟（GEODES）项目测试新的基于研究的方法，为地球科学家提供公平和包容的专业发展（PD）。该项目将创建虚拟现实角色扮演模拟，旨在教授地球科学家群体开发和实践识别偏见和有效干预地球科学特定场景的技能。这种新的行动能力也将在项目中得到利用？的领导课程，重点是机构的工作，以尽量减少偏见的影响把关的决定。测试这些场景在改变现实生活行为方面的成功将有助于科学家多样性培训的文献。我们的综合PD计划的评估将告知地球科学部门改变态度和实践的有前途的做法，为所有人创造一个更友好的氛围。我们的项目提供PD大学教师，培养他们作为多样性的冠军，他们也将成为其他专业人士的榜样。参与者将开始系统地开放职业，采用社会封闭透镜，以尽量减少关键职业把关角色的偏见（例如，搜索委员会和研究生招生）。此外，我们的虚拟模拟提供了一个工具，各级地球科学领导可能有兴趣在演示，广告和实施。拟议的新沉浸式学习工具将推广到其他STEM领域。机器学习和技术开发的结合可能会在不久的将来为所有教师，学生和管理员提供这种积极参与的模拟。领导力课程将系统化关于制度变革的广泛文献，从而创建一个连贯的，可理解的和通用的战略，可以应用于更多的机构第二部分地球科学多样性经验模拟（GEODES）项目借鉴社会认知理论（班杜拉，1986）和社会封闭理论（墨菲，1988年）为一批地质科学家提供专业发展（PD），以1）增加他们对与地球科学相关的偏见和社会正义问题的了解; 2）使用虚拟现实模拟参与旁观者干预培训; 3）发展领导技能，以针对关键的守门决策，改造他们的家乡机构;以及4）支持他们继续发展成为多元化，公平和包容的拥护者。这些目标是通过几个阶段实现的，首先是为期三天的密集研讨会，教导和挑战参与者批判性地思考社会正义和发展领导技能。研讨会的高潮是使用虚拟现实角色扮演场景进行旁观者干预培训。参与者将继续通过视频会议参加每月的期刊俱乐部，其中公平，包容和领导力的问题作为一个群体进行讨论。衡量的结果包括在态度和知识的多样性，公平性和领导技巧的前后变化。

Part IThe Geoscience Diversity Experiential Simulations (GEODES) project tests new research-based methods for providing professional development (PD) in equity and inclusion for geoscientists. The project will create virtual reality role-play simulations designed to teach cohorts of geoscientists to develop and practice skills for recognizing bias and effectively intervening in geoscience-specific scenarios. This new ability to act will also be harnessed in the project?s leadership curriculum by focusing on institutional work to minimize the effects of bias on gatekeeping decisions. Testing the success of these scenarios in changing real-life behavior will contribute to the literature around diversity training for scientists. Evaluation of our comprehensive PD program will inform promising practices for geoscience departments to change attitudes and practice to create a more welcoming climate for all.Our project provides PD to university faculty to train them as champions for diversity who will also become role models for other professionals. Participants will begin to systematically open up the profession by employing a social-closure lens to minimize bias in key professional gate-keeping roles (e.g., search committees and graduate admissions). Furthermore, our virtual simulation provides a tool that various levels of geoscience leadership might be interested in demonstrating, advertising, and implementing. The proposed new immersive-learning tool will be generalizable to other STEM fields. A combination of machine learning and technology development may allow such active-participation simulations for all faculty, students, and administrators in the near future. The leadership curriculum will systematize the broad literature on institutional change for inclusion, thus creating a coherent, understandable, and general strategy that can be applied to many more institutionsPart IIThe Geoscience Diversity Experiential Simulations(GEODES)project draws from social cognitive theory (Bandura, 1986) and social closure theory (Murphy, 1988) to provide professional development (PD) for a cohort of geoscientists to 1) increase their knowledge of bias and social justice issues relevant to the geosciences; 2) engage in bystander intervention training using virtual reality simulations; 3) develop leadership skills to target critical gatekeeping decisions to transform their home institutions; and 4) support their continued development into champions for diversity, equity, and inclusion. These goals are achieved through several phases, beginning with a three-day intensive workshop that teaches and challenges participants to think critically about social justice and develops leadership skills. The workshop will culminate in bystander intervention training using virtual reality role-play scenarios. Participants will continue to meet for a monthly journal club over video conferencing, where issues of equity, inclusion, and leadership are discussed as a group. Measured outcomes include pre-post changes in attitudes and knowledge regarding diversity, equity, and leadership techniques.