GP EXTRA: MINORITIES STRIVING AND PURSUING HIGHER DEGREES OF SUCCESS in GEO REU (MS PHD?S-GEO REU) PROFESSIONAL DEVELOPMENT PROGRAM

总统科技顾问理事会（PCAST）和国家研究理事会（NRC）的许多报告都记录了增加STEM学科多样性的必要性，这对我们国家的创新议程、经济繁荣和全球竞争力至关重要。 虽然在扩大一些STEM学科的参与方面取得了缓慢的进展，但在非洲裔美国人，西班牙裔美国人，美洲原住民和残疾人获得学位并在与其人口代表性相一致的水平上追求地球科学事业之前，地球科学界还有很长的路要走。 为了实现这一目标，需要招募新的代表性不足的少数民族（URM）学生进入STEM专业，并留住那些已经在教育和职业管道中的学生。德克萨斯大学阿灵顿分校（UTA）和扩大参与研究所（IBP）正在实施一项为期3年的计划，以提供虚拟和现场专业发展，网络，社区建设和辅导活动，以45 URM学生谁参加了地球科学相关的研究经验本科（REU）网站程序。该计划的目标是专注于保留已经表现出对地球科学感兴趣的学生，但由于孤立，缺乏榜样以及缺乏导师而有可能离开该领域的学生，他们可以帮助指导他们进入职业成功的下一阶段。“少数民族在GEO REU中努力追求更高程度的成功”（MS PHD 'S-GEO REU）计划建立在成功的试点工作的基础上，利用以前的NSF投资，为传统上代表性不足的学生在STEM学科的招聘，保留和领导力发展建立示范计划。 该计划使用基于证据的指导概念，植根于情境学习和真实学习的理论。 职业暴露和专业社会化活动嵌入。 一个严格的招聘，申请和选拔过程正在被用来确定三个队列（每个15）的学生从一个国家池的REU网站的参与者。 该计划包括两个主要阶段：1）现场指导的专业发展与美国地球物理联盟的年度秋季会议;和2）虚拟和面对面的指导和网络在特定学科的会议，由正在进行的虚拟专业发展网络研讨会的支持。项目设计包括形成性和总结性评价部分。 影响评估研究将调查参与MS PHD 'S-GEO REU计划的学生是否在STEM和地球科学方面表现出更大的持久性，以及与未被选中的其他REU学生相比更明智的职业决策。

Numerous reports from the President's Council of Advisors on Science and Technology (PCAST) and the National Research Council (NRC) have documented the need to increase diversity within STEM disciplines as being vital to our nation's innovation agenda, economic prosperity, and global competitiveness. Although slow progress in broadening participation in some STEM disciplines is being made, the geosciences community still has a long way to go before the number of African Americans, Hispanics, Native Americans, and persons with disabilities are earning degrees and pursuing careers in the geosciences at a level that is consistent with their demographic representation. Both recruitment of new underrepresented minority (URM) students into STEM majors and retention of those students who are already in the education and career pipeline are needed to make progress on this goal.The University of Texas at Arlington (UTA) and the Institute for Broadening Participation (IBP) are implementing a 3-year program to provide virtual and on-site professional development, networking, community building and mentoring activities to 45 URM students who have participated in geoscience-related Research Experiences for Undergraduate (REU) Site programs. The goals of this program are focused on retention of students who have already demonstrated an interest in the geosciences, but who are at risk of leaving the field because of isolation, lack of role models, and lack of mentors who can help guide them to the next stages of their professional success. The "Minorities Striving and Pursuing Higher Degrees of Success in GEO REU" (MS PHD'S-GEO REU) program builds on a successful pilot effort, leveraging previous NSF investments to build model programs for recruitment, retention, and leadership development of traditionally underrepresented students in STEM disciplines. The program uses evidence-based mentoring concepts that are rooted in the theories of situated learning and authentic learning. Career exposure and professional socialization activities are embedded. A rigorous recruitment, application, and selection process is being used to identify three cohorts (15 each) of students from a national pool of REU Site participants. The program involves two main phases: 1) on-site mentored professional development in conjunction with the annual Fall meeting of the American Geophysical Union; and 2) virtual and face-to-face mentoring and networking at discipline-specific conferences, supported by on-going virtual professional development webinars. Formative and summative evaluation components are included in the project design. Impact evaluation studies will investigate whether students participating in the MS PHD'S-GEO REU program show greater persistence in STEM and the geosciences, as well as more informed career decision-making, compared with other REU students who are not selected for the program.