Collaborative Research: Sustainable Land and Water Resources - A Community Based Participatory Research Experience for Undergraduates

这个REU站点是一个以部落为中心，以社区为基础的团队项目，重点是培训学生实施可持续土地和水资源。其目标是向本科生介绍对改善管理实践至关重要的土地和水资源研究的关键要素，重点是基于社区的参与性研究（CBPR）和多样化的跨学科研究团队。每年，学生们分成三个小组进行综合地表动力学、地质学、水文学和其他学科的研究。研究小组由两个美洲土著社区（萨里什库特奈联盟部落和苏必利尔湖奇佩瓦的丰都拉克部落）和明尼苏达大学主办，与部落的资源管理部门合作开展项目。这个REU网站结合了跨学科的团队导向的方法，强调定量和预测方法、CBPR、本土研究方法和传统生态知识。REU网站鼓励代表性不足的学生和不确定自己如何融入科学世界的学生参与STEM职业。REU网站正在开发一种新的本科生研究模式，通过将研究所在社区和参与者置于项目设计核心的变革过程，增加所有学生，特别是地球科学领域的urm的参与。REU旨在通过增加部落社区、部落学院和主流研究机构之间的互动，不仅对学生参与者，而且对机构本身都具有变革意义。方案设计的出发点是，地球科学的多样性只有在系统本身发生根本性改变时才能发生，采用伙伴关系而不是统治模式。REU的每一个方面都是从提高包容性卓越的机构能力的角度考虑的。pi正在积累有关提高非传统学生和来自STEM中代表性不足群体的学生参与reu的知识。项目负责人正在积累有关提高非传统学生和来自STEM中代表性不足群体的学生参与reu的知识。研究人员开发了一种经过验证的、结构化的、脚手架式的科学研究和写作教学方法，这种方法可以让那些可能从未写过技术研究论文的学生，为他们提供所需的技能和支持，使他们在这一过程中经常提供高质量的智力产出，并增加他们的智力自信。REU网站的指导计划侧重于帮助导师：a)准备指导高度多样化的学生团队；B)支持导师处理当你指导有大量非传统学生的团队时出现的期望、问题和挑战；c)帮助导师适应在部落土地上和当地人一起进行研究。学生、教师、研究生和博士后导师、部落专业人员和其他社区成员密切参与CBPR，开发本质上支持部落资源管理目标的项目。结果将传播给部落当局和社区成员以及更广泛的科学界。这种REU研究范式的成果将同时在保留地社区内建立更广泛的科学能力遗产，并在共同信任和尊重的基础上为科学发现提供途径。该项目由EAR教育和人力资源计划、促进竞争研究的既定计划（EPSCoR）和GEO-ICER共同资助。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。

This REU Site is a tribally-focused, community-based team project focused on training students in the implementation of Sustainable Land and Water Resources. Its goal is to introduce undergraduate students to key elements of research on land and water resources essential to improving management practices, with a focus on Community-Based Participatory Research (CBPR) and diverse interdisciplinary research teams. Each year, students divided into three teams to conduct research that integrates Earth-surface dynamics, geology, hydrology and other disciplines. Research teams are hosted by two Native American communities (Confederated Salish Kootenai Tribes and Fond du Lac Band of Lake Superior Chippewa) and the University of Minnesota to work on projects developed in collaboration with the tribes' resource management divisions. This REU Site incorporates an interdisciplinary team-oriented approach that emphasizes quantitative and predictive methods, CBPR, indigenous research methods, and traditional ecological knowledge. The REU Site encourages participation by underrepresented students and students who are unsure about how they fit into the world of science to pursue STEM careers.The REU Site is developing a new paradigm for undergraduate research that will increase participation of all students, particularly URMs in the geosciences via a transformative process that places the communities where research is being conducted and the participants themselves at the core of the program design. The REU is designed to be transformative not only to student participants, but to the institutions themselves, by increasing interaction between tribal communities, tribal colleges, and mainstream research institutions. The program design starts from the position that diversity in the geosciences can only happen when the system itself is fundamentally changed, adopting a partnership rather than a domination model. Every aspect of the REU is considered from the perspective of increasing institutional capacity for inclusive excellence. The PIs are building knowledge on increasing participation in REUs by the non-traditional student and students from groups underrepresented in STEM. The PIs are building knowledge on increasing participation in REUs by non-traditional students and students from groups underrepresented in STEM. The researchers have developed a proven, structured, scaffolded method of teaching science research and writing, which takes students who may have never written a technical research paper and provides them with the skills and support needed to routinely deliver high quality intellectual outputs and increase their intellectual self-confidence in the process. The mentoring plan for the REU Site is focused on helping mentors to: a) prepare to mentor highly diverse teams of students; b) support mentors to deal with the expectations, issues and challenges that arise when you are mentoring teams that have a large number of nontraditional students; and c) help mentors get acculturated to conducting research on tribal lands and with Native people. The students, faculty, graduate and post-doctoral mentors, tribal professionals and other community members are intimately engaged in CBPR, developing projects that inherently support tribal resource management goals. Results are disseminated to tribal authorities and community members as well as the broader scientific community. Outcomes of this REU research paradigm will concurrently establish a legacy of broader scientific capacity within reservation communities and provide pathways to scientific discoveries with a shared foundation of trust and respect.This project is jointly funded by the EAR Education and Human Resources program, the Established Program to Stimulate Competitive Research (EPSCoR), and GEO-ICER.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.