GP-EXTRA: Lab Camp: An inclusive, accessible alternative to field-based geoscience capstone courses

尽管在国家层面上对多样性、公平和包容（DEI）进行了数十年的工作，但地球科学仍然是STEM领域中多样性最低的领域。欢迎具有不同背景和能力的地球科学家进入这一领域，需要地质部门所有成员的多方位行动。西华盛顿大学地质系（WWU）试图通过一些有针对性的干预措施来发展其解决DEI问题的能力。为了在世界地质大学建立一个更具包容性的地质系，我们将创建一个由五个部分组成的综合计划：1)在传统的野外营地之外，开发一个新的实验室营地顶级课程选择；2)正在进行的Field Camp顶点石翻新，使课程更容易进入；3)研究生助教工作坊，专注于包容性教学实践；4)面向世界地质大学地质学系DEI专业的专业发展机会；5)部门研讨会发言人，专注于与DEI相关的主题。这个项目强调开发一个新的实验室营地，因为这样做将创造一个更容易接近的替代传统的野外营地模式，它将为学生提供发展高影响力的实验室研究技能的机会，这些技能在地球科学专业中越来越有价值。创建一个更具包容性和可访问性的部门将导致招聘和留住更多不同人口的本科生和研究生。一旦实施，这种变化模式可以被调整并转移到全国其他地质项目中。野外露营是美国地球科学本科课程中最常见的顶点课程。大约一半的地球科学学生在获得学士学位的同时参加了某种形式的野外露营，而那些没有参加的学生通常被鼓励参加其他类型的野外体验。大多数本科地球科学课程也强调实地学习，在常规课程中包括一系列实地经验。然而，关于实地地学顶点课程的学习效益的研究很少。本项目将通过(1)描述实地课程和实验室课程的教育影响，(2)比较这两种经验，来检验实地营顶点课程的学习效益。为了评估这一点，我们将使用课程前和课程后的学习成果评估。研究小组还将通过带领学生进行定性分析活动来衡量实地和实验室营地课程的可及性和包容性。焦点小组和访谈将用于评估该计划对教师和研究生导师的影响。对无障碍和共融的看法。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Part 1Despite decades of work on diversity, equity and inclusion (DEI) at the national level, the geosciences remain the least diverse of STEM fields. Welcoming geoscientists with diverse backgrounds and abilities into this field requires multi-directional action by all members of geology departments. The Geology Department at Western Washington University (WWU) seeks to develop its capacity to address issues of DEI through several targeted interventions. In order to build a more inclusive Geology Department at WWU, we will create a comprehensiveprogram consisting of five components: 1) Development of a new Lab Camp capstone course option in addition to traditional Field Camp; 2) Ongoing renovation of the Field Camp capstone to make the course more accessible; 3) Workshops for graduate student Teaching Assistantsfocused on inclusive teaching practices; 4) Professional development opportunities for WWU Geology faculty focused on DEI; and 5) Department seminar speakers who focus on topics related to DEI. This program emphasizes the development of a new Lab Camp because doingso will create a more accessible alternative to the traditional Field Camp model and it will provide students with opportunities to develop high-impact lab-based research skills that are increasingly valuable in geoscience professions. Creating a more inclusive and accessible department will result in the recruitment and retention of a more diverse population of undergraduate and graduate students. Once implemented, this model for change can be adapted and transferred to other geology programs nationwide.Part 2Field Camp is the most common form of capstone course offered in undergraduate geoscience programs in the United States. About half of all geoscience students participate in some version of field camp while earning their bachelor's degree, and those who do not are often encouraged to participate in other types of field experiences. Most undergraduate geoscience programs also emphasize learning in the field by including a range of field experiences in regular coursework. However, little research has been conducted on the learning benefits of field-based geoscience capstone courses. This project will examine the learning benefits of field camp capstone coursesby (1) characterizing the educational impact of field-based and lab-based courses and (2) comparing the two experiences. To evaluate this, we will use pre- and post-course assessments of learning gains. The research team will also measure accessibility and inclusion in field and lab camp courses by leading students in ongoing qualitative analysis activities. Focus groups and interviews will be used to evaluate the impact of the program on faculty and graduate student instructors? views on accessibility and inclusion.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.