IPY-ROAM: International Polar Year Research and Educational Opportunities in Antarctica for Minorities

IPY-ROAM：为少数民族提供南极洲国际极地年研究和教育机会

• 批准号: 0632360
• 负责人: Craig Tweedie
• 金额: --
• 依托单位: University of Texas at El Paso
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-15 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0632360&HistoricalAwards=false
• 关键词: IPY; ROAM; International; Polar; Year

This proposal actively involves minority undergraduates, graduate students and K-12 teachers in hands-on research in Antarctica and provides a comprehensive mentoring program for the participants. Key drivers of the project are: 1) Remote hands-on field-based instructional and research experiences provide students and teachers with proven and transformational life and educational experiences. 2) Minority groups are severely under-represented in engineering and science and most university study abroad programs -- especially in the polar sciences. 3) The International Polar Year (IPY) provides a unique opportunity to educate the next generation of scientists and the general public about the Polar Regions and their importance to the global system. The principal objectives of this proposal are to 1) increase the number of underrepresented minorities continuing on to higher degrees or careers in science and 2) increase public awareness and knowledge about the Polar Regions. Both will be stimulated through a novel and life-changing opportunity for students and teachers to travel to Antarctica and acquire first-hand experience in Antarctic field-based research and system science.Proposed activities include:1. Building on an established Antarctic study abroad field course initiated by the Investigatory team that promotes inquiry and problem based learning using a systems science approach.2. Recruiting 15 undergraduate and 5 graduate students from multiple disciplines, plus 5 high school science teachers (25 participants in total) from primarily underrepresented minorities across the U.S to participate in the program for course credit.3. Web-casting of preparatory lectures plus a field trip to Washington DC, where participants will meet with a range of experts in the polar sciences and organizations affiliated with international policy and tourism in Antarctica. Participants will also explore concepts relating to the importance of advancing the representation of minorities in science and engineering.4. A capstone 3-week field trip aboard an Antarctic tourist vessel from Tierra del Fuego to the Antarctic Peninsula where participants will be mentored in the design, implementation, documentation and dissemination of hands-on field based research including data archiving. Because over 20,000 tourists now visit Antarctica annually, this experience provides a unique educational opportunity for examining the activities and impacts of the growing Antarctic ecotourism industry.5. Community outreach from Antarctica including live satellite feeds to public radio, a project web site with question/answer interactivity and journals from students and teachers, as well as the production of legacies such as curriculum products and an educational documentary of the Antarctic field experience.6. Evaluating formal and informal education activities using quantitative and qualitative methods.7. Publishing and archiving at the National Snow and Ice Data Center (NSIDC), course materials, field data, and evaluations related to the formal assessment of the success of the project.The proposed activities will celebrate the IPY through the establishment of data and educational legacies that will improve scientific capacities and public awareness of the Polar Regions and the recruitment of minorities to polar science.The proposed activities will have significant intellectual merit: data gathering will include data rescue as well as generation of new data; development of K-12 curricula, an extensive web site and film documentary; a formal evaluation of the educational impact of the proposed activities will also be completed. All activities will focus on educational and professional development and will be underpinned by a systems science approach to ensure adequate linkage between physical, biological, social components of the Antarctic System and how these relate to the global system. The most significant contribution of this project will be the advancement of underrepresented students and teachers in science and engineering. All data and curricula will be made publicly available where appropriate and archived at NSIDC.

该建议积极涉及少数群体的本科生，研究生和K-12教师在南极洲的动手研究中，并为参与者提供了全面的指导计划。该项目的主要驱动力是：1）基于现场的远程动手教学和研究经验为学生和教师提供了经过验证和变革的生活和教育经验。 2）少数群体在工程和科学方面的人数严重不足，大多数大学留学计划，尤其是在极地科学方面。 3）国际极地年（IPY）提供了一个独特的机会，可以教育下一代科学家和公众关于极地地区及其对全球系统的重要性。该提案的主要目标是1）增加代表性不足的少数群体的数量继续延续到科学领域的较高程度或职业，2）提高公众对极地地区的认识和知识。两者都将通过新颖而改变生活的机会来激发学生和老师前往南极旅行并获得基于南极现场的研究和系统科学的第一手经验。在调查团队发起的一项既定南极学习田野课程的基础上，该课程促进了使用系统科学方法来促进询问和基于问题的学习。2。招募来自多个学科的15名本科生和5名研究生，以及5位来自美国主要代表性少数群体不足的高中科学老师（共有25名参与者），以参加课程学分。3。预备讲座的网络铸造以及去华盛顿特区的实地考察，参与者将与与南极的国际政策和旅游业相关的极地科学和组织的一系列专家会面。参与者还将探讨与促进少数民族在科学和工程领域的重要性有关的概念。4。从蒂拉·德拉（Tierra del Fuego）到南极半岛的南极旅游船上的一场Capstone 3周的野外旅行，将在设计，实施，文档和传播基于数据档案的基于数据归档的设计，实施，文档和传播参与者中进行指导。因为现在每年有20,000多名游客参观南极洲，所以这种经验为研究不断发展的南极生态旅游行业的活动和影响提供了独特的教育机会。5。来自南极洲的社区宣传包括现场卫星为公共广播电台，这是一个项目网站，该网站具有问题/回答互动性和来自学生和老师的期刊，以及遗产的生产，例如课程产品和南极田间体验的教育纪录片。6。使用定量和定性方法评估正规和非正式教育活动7。在国家雪与冰数据中心（NSIDC），课程材料，现场数据和与正式评估项目成功相关的评估的出版和归档。提议的活动将通过建立数据和教育遗产来庆祝IPY，以建立数据和教育遗产，以建立科学能力和公众对少数群体的良好活动以及对极大的企业的认识。生成新数据；开发K-12课程，这是一部广泛的网站和电影纪录片；对拟议活动的教育影响的正式评估也将完成。所有活动都将侧重于教育和专业发展，并以系统科学方法为基础，以确保南极系统的物理，生物学，社会组成部分以及这些方法与全球系统的关系之间有足够的联系。该项目的最重要贡献将是代表性不足的科学和工程学的学生和老师的进步。所有数据和课程将在适当的情况下公开提供，并在NSIDC归档。