GP-IN: Inclusive Learning through Earth, Environmental and Planetary Sciences (ILEEPS)

该奖项的全部或部分资金来自《2021年美国救援计划法案》(公法117-2)。通过地球、环境和行星科学的包容性学习(ILEEPS)项目的目标是加强对如何在包容性环境中向大学预科学生介绍地球科学内容的理解。黑人、西班牙裔和美洲原住民在地球科学和环境科学领域的代表性仍然不足，地球科学是这些边缘化学生群体中代表性最低的科学、技术、工程和数学(STEM)学科之一。通过ILEEPS，在职公立高中教师将学习使用文化支持教育学(CSP)在地球科学背景下与学生互动。这一理论促进了学生文化认同的发展，将其作为支持学生学业成功和鼓励学生批判性参与课堂的一种手段。在研究期间，11名教师将学习并纳入CSP实践，重点是学生的联系、资产建设和反思，用于他们的地球科学课堂。地球科学课程将与莱斯大学地球科学研究人员、课程开发专家、文化支持教育学专家、来自休斯顿不同学校的高中地球科学教师以及来自全国黑人地球科学家协会(NABG)等社会的专业人员合作开发。GP-IN：通过地球、环境和行星科学(ILEEPS)的包容性学习(ILEEPS)项目的目标是了解文化支持教育学(CSP)如何提高高中科学、技术、工程和数学(STEM)教师的文化意识，并创造包容、公平的教学环境，扩大妇女、非裔美国人、西班牙裔美国人和美洲原住民参与地球科学的程度。莱斯STEM参与办公室(R-STEM)、莱斯地球、环境和行星科学系的教员以及休斯顿独立学区和德克萨斯州GeoFORCE的合作伙伴将通过三个共同的目标实现这一总体目标：1)确定教师如何在地球科学概念中发展CSP；2)调查教师对CSP的使用如何影响学生的归属感；3)确定在地球科学中使用CSP是否影响教师在文化上的反应自我效能。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). The goal of the Inclusive Learning through Earth, Environmental and Planetary Sciences (ILEEPS) project is to enhance understanding of how to introduce pre-college students to geoscience content in an inclusive environment. Black, Hispanic, and Native American populations continue to be underrepresented in the geoscience and environmental science fields, and the geosciences are among those Science, Technology, Engineering, and Mathematics (STEM) disciplines with the lowest levels of representation amongst these marginalized student groups. Through ILEEPS, in-service public high school teachers will learn to use Culturally Sustaining Pedagogy (CSP) for engagement with students in a geoscience context. This theory fosters the development of student cultural identity as a means of both supporting student academic success and encouraging students to critically engage in the classroom. During the study, 11 teachers will learn and incorporate CSP practices focusing on student connectedness, asset-building, and reflection for use in their earth science classrooms. Earth science lessons will be collaboratively developed with Rice University geoscience research faculty, curriculum development experts, experts in culturally sustaining pedagogy, high school earth science teachers from diverse Houston schools, and professionals from societies including the National Association of Black Geoscientists (NABG). The goal of the GP-IN: Inclusive Learning through Earth, Environmental and Planetary Sciences (ILEEPS) project is to understand how Culturally Sustaining Pedagogy (CSP) can enhance high school Science, Technology, Engineering and Mathematics (STEM) teachers' cultural awareness and create inclusive, equitable teaching environments that broaden the participation of women, African Americans, Hispanics, and Native Americans in the geosciences. This collaboration between the Rice Office of STEM Engagement (R-STEM), faculty in the Rice Department of Earth, Environmental and Planetary Sciences, and partners from the Houston Independent School District and GeoFORCE Texas, will realize this overarching goal through three co-current objectives: 1) identifying how teachers develop CSP within geoscience concepts; 2) investigating how teachers' use of CSP affects students' sense of belonging, and 3) determining whether using CSP in the geosciences impacts teachers' culturally responsive self-efficacy.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.