Planning: FIRE-PLAN: Wildland Fire + Cultural Burning (WFCB)

这个旨在通过不同的合作促进创新和包容的荒地火灾科学的规划项目将产生一个针对未来的、身临其境的体验的计划，将促进科学中心和博物馆参观者对人类活动、荒地火灾和气候变化之间的相互关系的理解，重点放在土著的认识方式、文化燃烧和荒地对气候变化的适应能力上。在一年的时间里，一个组织委员会，包括不同地域的土著声音和做法，将共同制定一项行动计划，以支持未来向NSF的推进非正式STEM学习(AISL)计划提交的互动双语(西班牙语/英语)巡回展览和相关计划，以纪念土著了解和分享文化焚烧做法如何支持荒地应对气候变化的能力。组委会将在整个项目中实施包容性和无障碍战略，特别是以各种形式召开会议；这些战略将由一名土著调解人领导，并由一名土著评估员指导，以便能够深入参与，响应文化，在合作伙伴之间建立信任，并将不同的观点带到谈判桌上。荒野之火+文化燃烧(WFCB)合作过程的经验和反思将进一步为未来的合作提供信息，这些合作寻求使用明智的做法在非正式科学学习环境中提升土著故事，并将土著了解的方式带入荒野火灾科学等STEM关键主题的前沿。这种身临其境的未来体验将建立公众对荒地火灾科学的理解，促进气候正义，并激励未来的土地管理员。过去与土著社区的合作，以及目前与WFCB组委会的对话，阐明了在项目规划中需要深思熟虑、真实的社区合作伙伴参与，以及在区域土著社区、自然组织、博物馆和文化中心之间建立关系。与土著社区有意义的合作的重要组成部分将包括发展关系、培养和加强信任、实践透明度、以社区需求和优先事项为中心、倾听学习、维持功能反馈循环、以及期待变革性的、而不是交易性的关系(Cross-hemmer，2022)。沟通的多种方法以及时间表和流程的灵活性也将十分重要(《智慧之根》项目团队，2016)。不同的参与模式将允许对这些组成部分进行真正的宣传。过去的项目利用听取意见会议、咨询委员会、土著促进办法和其他参与方法，为不同的观点和需求提供灵活的空间。听取汇报和进行讨论的机会对于让可能无法直接沟通的与会者参与至关重要。认识到不同社区之间的差异也是至关重要的，可能有必要讲述多个故事。协作本身将是一个学习过程，团队对学习和反思自己的文化假设持开放态度将是至关重要的(Stein&Amp；Valdez，2016b)。尊重不同文化视角和支持土著领导的合作可以极大地促进文化燃烧的振兴和提升(Adlam等人，2021年)。规划项目的细节将包括拟议的项目目标、学习目标、重点受众、研究问题(S)、合作过程、草案时间表和预算，以支持原住民共同领导、创作和评估适合北美各地不同观众的巡回展览和相关项目。本规划项目由推进非正式STEM学习方案资助，该方案支持以下项目：(A)促进考虑STEM非正式学习在公平和归属STEM中的作用的研究和实践；(B)促进STEM个人和教育的成功；(C)促进公众参与科学发现；(D)培养对STEM职业的兴趣；(E)为有效的STEM非正式学习创造和加强理论和经验基础；(F)提高社区活力；和/或(G)加强科学交流以及公众对STEM和STEM过程的参与和了解。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 Planning Project to Catalyze Innovative and Inclusive Wildland Fire Science through Diverse Collaborations will result in a plan for future, immersive experiences that will advance science center and museum visitors' understanding of the interrelationship between human activity, wildland fire, and climate change, focusing on Indigenous Ways of Knowing, cultural burning, and wildland resilience to climate change. Over the course of one year, an Organizing Committee, including a geographic diversity of Indigenous voices and practices, will co-develop an action plan in support of a future submission to NSF's Advancing Informal STEM Learning (AISL) program for an interactive, bilingual (Spanish/English) traveling exhibition and associated programs honoring Indigenous Ways of Knowing and sharing how cultural burning practices support wildland resilience to climate change. The Organizing Committee will implement inclusion and accessibility strategies throughout the project, specifically convening in a variety of formats; they will be led by a Native facilitator and guided by a Native evaluator to allow for deep engagement that is culturally responsive, builds trust among partners, and brings diverse perspectives to the table. Learnings and reflections from the Wildland Fire + Cultural Burning (WFCB) collaboration process will further inform future collaborations seeking to use wise practices to elevate Indigenous stories within informal science learning contexts and bring Indigenous Ways of Knowing to the forefront of critical STEM subject matter such as wildland fire science. This future, immersive experience will build public understanding of wildland fire science, promote climate justice, and inspire the land stewards of tomorrow.Past collaboration with Indigenous communities, as well as current conversations with the WFCB organizing committee, have illuminated the need for thoughtful, authentic community partner engagement and relationship building among regional indigenous communities, nature organizations, museums, and cultural centers in project planning. Important components of meaningful collaboration with Indigenous communities will include developing relationships, fostering and enhancing trust, practicing transparency, centering community needs and priorities, listening to learn, maintaining functional feedback loops, and expecting transformational, not transactional relationships (Cross-Hemmer, 2022). Multiple methods of communication and flexibility in timelines and processes will also be important (Roots of Wisdom Project Team, 2016). Varied modes of engagement will allow for authentic promotion of these components. Past projects have utilized listening sessions, advisory committees, Indigenous facilitation approaches, and other methods of engagement to provide flexible space for diverse perspectives and needs. Opportunities for debrief and discussion will be critical to allow for engagement of participants who may not communicate directly. Recognizing differences between various communities will also be critical, and it may be necessary to tell multiple stories. The collaboration itself will be a learning process, and it will be critical that teams be open to learning and reflecting on one's own cultural assumptions (Stein & Valdez, 2016b). Collaborations respectful of diverse cultural perspectives and supportive of Indigenous leadership can contribute greatly to the revitalization and elevation of cultural burning (Adlam et al., 2021). Details for the planning project will include proposed project goals, learning goals, focus audiences, research question(s), collaboration process, draft timeline, and budget that supports Indigenous co-leadership, creation, and evaluation of a traveling exhibition and associated programs suitable for diverse audiences across North America. This planning project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.