RCN-UBE: Biodiversity Literacy in Undergraduate Education - Data Initiative (BLUE Data Network)

数据研究和技术的快速发展正在改变科学方法。生成的数据的数量和种类，聚合数据的可访问性的增加，数据的可发现性的提高，以及科学研究的日益协作和跨学科性质，都推动了对新技能集的需求，以解决对国家和全球至关重要的科学问题。生物多样性科学经历了数据的快速调动，提高了调查21世纪至关重要的大规模问题的能力（例如，气候变化及其影响、人畜共患疾病传播、可持续资源管理、入侵物种的影响和生物多样性丧失）。生物多样性数据的数量、复杂性和可变性需要复杂的数据技能，以确保科学的准确性和可重复性。RCN-UBE本科教育中的生物多样性素养-数据倡议（BLUE Data）将汇集生物多样性、数据和教育专家社区，确定本科生的核心生物多样性数据能力，制定将这些能力纳入生物学入门课程的战略，并建立可持续发展和实施生物多样性和数据素养教育的能力。蓝色数据网络有四个目标：1)培养一个多元化和包容性的生物多样性研究人员、数据科学家和生物教育家网络，专注于以数据为中心的本科生物多样性教育；2)就核心生物多样性数据素养能力建立社区共识；3)制定战略和范例材料，指导将生物多样性数据素养能力整合到本科生物学入门课程中。4)扩展网络，使更广泛的本科教育工作者参与生物多样性数据素养工作。从有针对性的社区评估（如焦点小组、调查、需求评估）开始，随后是专门的研讨会和专题讨论会、专题工作组、学会会议会议和在线虚拟网络，BLUE Data汇集了一个跨学科的社区，将生物多样性数据获取和分析的新兴工具和资源转化为核心的本科生物学课程。BLUE Data将作为一个社区开展工作，开发能力、材料和战略，将生物多样性数据注入课程，并促进广泛采用可转移的数据素养能力，从而改善本科生物学培训，以满足数据和生物多样性科学领域日益增长的劳动力需求。更有数据素养的劳动力将形成一个更广泛的数据支持社区，由研究人员、教育工作者和工程师组成，他们准备好解决新出现的问题，提出数据密集型问题，并促进数据驱动的创新。该项目由生物基础设施司生物科学理事会（BIO）和教育和人力资源理事会（EHR）本科教育司共同资助，作为其应对《本科生物学教育的愿景与变革：行动呼吁》（http://visionandchange.org/finalreport/）所提出的挑战的努力的一部分。该项目也由生物技术理事会的环境生物学部（DEB）共同资助。

Rapid advances in data research and technology are transforming science methodologies. The volume and variety of data being generated, the increased accessibility of data for aggregation, the improved discoverability of data, and the increasingly collaborative and interdisciplinary nature of scientific research are driving the need for new skill sets to address scientific issues of critical national and global importance. The biodiversity sciences have experienced a rapid mobilization of data that has increased capacity to investigate large-scale issues of critical importance in the 21st century (e.g., climate change and its impacts, zoonotic disease transmission, sustainable resource management, impacts of invasive species, and biodiversity loss). The volume, complexity, and variability in biodiversity data requires sophisticated data skills to ensure accurate and reproducible science. The RCN-UBE Biodiversity Literacy in Undergraduate Education - Data Initiative (BLUE Data) will bring together communities of biodiversity, data, and education specialists to identify core biodiversity data competencies for undergraduates, develop strategies for integrating these competencies into the introductory biology curriculum, and build capacity for sustained development and implementation of biodiversity and data literacy education. The BLUE Data Network has four goals: 1) Cultivate a diverse and inclusive network of biodiversity researchers, data scientists, and biology educators focused on undergraduate data-centric biodiversity education, 2) Build community consensus on core biodiversity data literacy competencies, 3) Develop strategies and exemplar materials to guide the integration of biodiversity data literacy competencies into introductory undergraduate biology curricula, and 4) Extend the network to engage a broader community of undergraduate educators in biodiversity data literacy efforts. Beginning with targeted community assessment (e.g., focus groups, surveys, needs assessment), and followed by dedicated workshops and symposia, thematic working groups, sessions at society conferences, and online virtual networking, BLUE Data brings together an interdisciplinary community to translate emerging tools and resources for biodiversity data access and analysis to the core undergraduate biology curriculum. BLUE Data will work as a community to develop competencies, materials, and strategies to infuse biodiversity data into the curriculum and facilitate broad-scale adoption of transferrable data literacy competencies that can improve undergraduate biology training to meet increasing workforce demands in both data and biodiversity sciences. A more data literate workforce will result in a broader data-enabled community of researchers, educators and engineers prepared to address emerging issues, ask data-intensive questions, and promote data driven innovation. This project is being jointly funded by the Directorate for Biological Sciences (BIO), Division of Biological Infrastructure, and the Directorate for Education and Human Resources (EHR), Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange.org/finalreport/). This project is also co-funded by the Division of Environmental Biology (DEB) in the BIO directorate.