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

这个REU网站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。它的目标是向本科生介绍土地和水资源研究的关键要素，这些研究对改善管理实践至关重要，重点是以社区为基础的跨学科研究（CBPR）和多元化的跨学科研究团队。每年，学生分成三个小组进行研究，整合地球表面动力学，地质学，水文学和其他学科。研究小组由两个美洲原住民社区（Salish Kootenai部落联盟和上级齐佩瓦湖丰迪拉克部落）和明尼苏达大学主办，与部落的资源管理部门合作开发项目。这个REU网站采用了跨学科的团队为导向的方法，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网站正在为本科生研究开发一种新的范式，这将增加所有学生的参与，特别是地球科学中的统一资源管理，通过一个变革过程，将正在进行研究的社区和参与者本身置于核心地位，程序设计REU的目的是变革不仅是学生参与者，但机构本身，通过增加部落社区，部落学院和主流研究机构之间的互动。项目设计的出发点是，地球科学的多样性只有在系统本身发生根本性变化时才能发生，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正在了解如何增加非传统学生和来自STEM代表性不足群体的学生对雷乌斯的参与。主要研究者正在积累关于增加非传统学生和来自STEM中代表性不足的群体的学生参与雷乌斯的知识。研究人员已经开发出一种经过验证的，结构化的，支架式的科学研究和写作教学方法，该方法需要学生谁可能从来没有写过技术研究论文，并为他们提供所需的技能和支持，以定期提供高质量的智力输出，并在这个过程中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;以及c）帮助导师适应在部落土地上和与土著人民进行研究。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。研究结果分发给部落当局和社区成员以及更广泛的科学界。这一REU研究范式的成果将同时建立一个更广泛的保留社区的科学能力的遗产，并提供途径，以科学发现与信任和尊重的共同基础。这一奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

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 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.