Collaborative Research: GP-EXTRA: Oceanographic shipboard and lab research for diverse students: experiential learning as a gateway to geoscience careers

第一部分：预计到2022年，美国地球科学家将出现严重短缺。招聘和培训地质学家和相关科学家的多样化劳动力对国家健康，繁荣，福利和国防至关重要。然而，招募代表性不足的少数群体从事地球科学工作面临许多障碍。该项目采用新颖的高影响力教育实践，以增加进入地球科学职业管道的地球科学专业学生的数量和多样性，并培训K-12教师来激励学生？对地球科学感兴趣。代表性不足的学生和职前教师将参与创新的海洋地球科学经验，指导计划和课程，使用令人兴奋的技术，职业机会曝光和动手学习。该项目将针对一所私立文科大学和一所少数族裔（西班牙裔）机构的地球科学专业招收代表性不足的学生，因为该机构的农村低收入第一代学生比例很高，他们很少接触海洋科学。我们将评估接触海洋学对地球科学学生的招聘和保留以及K-12教师的准备的影响。在研究科学家的指导下，学生将进行真实的研究，推进我们对美国太平洋边缘海洋资源和环境变化的理解。拟议的项目是一个机构间的，共同的和课外的，与斯克里普斯海洋学研究所（SIO）合作的参与性实地海洋学研究计划培养和激励不同的学生追求地球科学事业。该计划将整合学生从一个私人城市沿海校园（圣地亚哥大学;美元）与一般农村，少数民族，低收入的学生从少数民族服务的公共内陆校园，加州州立大学，贝克斯菲尔德（Czech），与建立？地球科学职业管道？将高中生纳入地球科学专业，并将毕业生安置在地球科学雇主中。我们打算研究的想法是，一个多方面的方法，包括在实验室，海上和课堂上的综合海洋科学经验，可以提高招聘和保留学生在地球科学。该项目建立在由USD和Rathburn开发的成功的船上教育/研究计划的基础上。该计划的主要目标是：1）增加海洋学研究和教育的机会，在少数民族服务机构（CNOOC）; 2）招募代表性不足的学生进入地球科学课程; 3）从事地球科学专业，非专业，并在船上和后续海洋学研究和实习与斯克里普斯海洋研究所的合作教育工作者; 4）使学生能够使用工业、政府和海洋研究人员采用的技术进行真正的海洋学研究; 5）培训有导师的职前教师; 6）开发和测试虚拟研究航行和可出口的实验室模块; 7）评估计划的有效性，并检查这种方法对招聘和保留的影响;和8）传播研究结果。由于这种可持续的地球科学招聘和参与的多方面方法，我们将定量评估以下方面的价值和影响：a）独特的海上体验式学习作为吸引地球科学专业学生的一种手段; B）海洋学和古生物学作为吸引非专业学生加入地球科学的一种手段; c）课程与海上实践学习相结合的教育和招聘/保留价值; d）教师/研究人员导师制和方案，以提高教师执教前对地球科学的兴趣和能力;以及e）使用可持续海洋教材，作为调动教师和吸引学生学习地球科学的手段。这个可持续的项目将：a）增加招聘不同的代表性不足的学生进入？地球科学职业管道？B）提高兴趣，职业机会，准备和能力的知识进入和通过不同阶段的GCP，c）生成新的课程，将真实的研究和海洋样本到高中和大学课程，d）高中教师谁增加了意愿，热情和信心，将地球科学研究融入他们的课堂，和e）传播？吸取的教训从这个计划，这将有助于有关新颖的证据基础，多方面的方法，以增加学生？兴趣，准备和成功的地球科学事业。

Part 1: A significant shortage of United States geoscientists is predicted by 2022. Recruitment and training of a diverse workforce of geologists and related scientists is critical for national health, prosperity, welfare and defense. However, recruitment of underrepresented minorities into geosciences faces many obstacles. This project employs novel high-impact educational practices to increase the number and diversity of geoscience majors entering the geoscience career pipeline and trains K-12 teachers to inspire their students? interest in geosciences. Underrepresented students and pre-service teachers will engage in innovative marine geoscienceexperiences, mentoring programs, and courses using exciting technologies, career opportunity exposure, and hands-on learning. This project will target and recruit underrepresented students into geoscience majors at a private liberal arts university and a Minority (Hispanic-Serving) Institution that has a high percentage of rural, low-income, first-generation students who have very little exposure to marine science. We will evaluate the impact of engaging exposure to oceanography on the recruitment and retention of geoscience students and the preparation of K-12 teachers. Under the mentorship of research scientists, students will conduct authentic research, advancing our understanding of marine resources and environmental changes on the Pacific margin of the U.S.Part 2: The proposed project is an inter-institutional, co- and extra-curricular, participatory field-based oceanographic research program in collaboration with Scripps Institution of Oceanography (SIO) to train and inspire diverse students to pursue careers in the geosciences. This program will integrate students from a private urban coastal campus (University of San Diego; USD) with generally rural, minority, low-income students from a minority-serving public inland campus, California State Univ., Bakersfield (CSUB), with established ?geoscience career pipelines? to bring high-school students into geoscience majors and place graduates with geoscience employers. We intend to examine the idea that a multifaceted approach including integrated marine science experiences in the lab, at sea and in the classroom can enhance recruitment and retention of students in the geosciences. This project builds on a successful program of shipboard education/research developed by USD and Rathburn. The broad goals of the program are to: 1) Increase oceanographic research and education opportunities at a minority-serving institution (CSUB); 2) recruit underrepresented students into geoscience programs; 3) engage geoscience majors, non-majors, and educators in shipboard and follow-up oceanographic research and internships in partnership withScripps Institution of Oceanography; 4) enable students to conduct authentic oceanographic research using techniques employed by industry, government and marine researchers; 5) train pre-service teachers with mentors; 6) develop and test a virtual research voyage and exportable laboratory modules; 7) assess program efficacy and examine the influence of this approach on recruitment and retention; and 8) disseminate research findings. As a consequence of this multifaceted approach to sustainable geoscience recruitment andengagement, we will quantitatively evaluate the value and impact of: a) unique experiential learning at sea as a means to engage geoscience majors; b) oceanography and paleontology as means to attract non-majors to geosciences; c) the educational and recruitment/retention value of course integration with hands-on learning at sea; d) teacher/researcher mentorship and programengagement on pre-service teacher interest and competence in geosciences; and e) the use of sustainable marine educational materials as a means to engage teachers and attract students to geosciences. This sustainable project will: a) increase recruitment of diverse underrepresented students into the ?geoscience career pipeline?, b) improve interest, knowledge of career opportunities, preparation, and competency to enter and move through different stages of the GCP, c) generate novel curricula that incorporate authentic research and oceanographic samples into high-school and college courses, d) high-school teachers who have increased willingness, enthusiasm, and confidence to integrate geoscience research into their classrooms, and e) disseminate ?lessons learned? from this program which will contribute to the evidence base about novel, multifaceted approaches to increase students? interest, preparation, and success ingeoscience careers.