Collaborative Proposal: GP EXTRA: Field based professional development for Environmental-STEM (ESTEM) undergraduates

合作提案：GP EXTRA：环境 STEM (ESTEM) 本科生的现场专业发展

• 批准号: 1540559
• 负责人: Rebecca Walker
• 金额: $ 14.4万
• 依托单位: Mount San Antonio College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540559&HistoricalAwards=false
• 关键词: Collaborative; Proposal; GP; EXTRA; Field

Preparing a future workforce in the science, technology, engineering, and math (STEM) disciplines is vital to the economic prosperity of our nation. In light of an aging geoscience workforce that exhibits a lack of ethnic diversity when compared with other STEM fields, the geoscience community must develop new models of mentorship for pre-career and early career personnel to build and sustain the skills, diversity, and size of the workforce. Existing STEM retention and diversity programs have recognized access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment in a variety of public and private sectors. The goal of this project is to engage a diverse cohort of Environmental-STEM (ESTEM) track undergraduates at 4-year colleges and universities (4YCUs) and community colleges (2YCs) in hands-on, career-applicable experiences that will launch students into the geoscience workforce.This project reimagines the traditional geology field course as a professional development experience to address the emergence of new "environmental" geoscience tracks at many 4YCUs. Faculty from the University of San Francisco, Mount San Antonio College, and the College of the Atlantic are working with environmental geoscience professionals from academia, public agencies, consulting, and non-profit organizations to identify key geoscience career skills and develop a "badge" system to recognize mastery of these skills. A summer field course and post-field seminar provides participating undergraduate students with opportunities to engage with stakeholders, learn and practice skills in the pursuit of earning badges. Further, this program is demonstrating the potential uses of a new technology (digital badges) for student assessment. Badges create space for dialog between students, faculty, and stakeholders and are adaptable and accessible by all students, not just those able or apt to participate in a given program. Badges also enable transparent documentation of skill mastery for students and employers, providing a new way for students to understand and market the skills, competencies, concepts, and learning outcomes (SCCLs) gained through environmental geoscience courses. Assessments are being used to ensure alignment of stakeholder-identified skills, badges, and field curriculum, and address the efficacy of the program in student retention in the geoscience pipeline. With a new model of field course that targets environmental geoscience students, engages stakeholders in the field, and unites a diverse group of learners through institutional collaboration, this program serves as a model for geoscience professional development at the undergraduate level. Lessons learned through this project are being made accessible to the wider community through webinars, workshops, and a project website.

在科学，技术，工程和数学（STEM）学科中准备未来的劳动力对于我们国家的经济繁荣至关重要。 鉴于与其他STEM领域相比，衰老的地球科学劳动力表现出缺乏种族多样性的情况，地球科学界必须为培训前和早期职业人员开发新的指导模式，以建立和维持劳动力的技能，多样性和规模。现有的STEM保留和多样性计划已认识到获得现场和专业经验是帮助学生认同科学家，形成网络并获得在各个公共和私营部门就业所必需的重要技能的关键。该项目的目的是与四年制大学和大学（4YCUS）和社区学院（2YC）（2YCS）的多样化的环境词干（ESTEM）进行赛道，以实践，职业适用的体验，将学生启动学生进入地球科学的工作。 4ycus。 来自旧金山大学，桑安东尼奥山学院和大西洋学院的教师正在与来自学术界，公共机构，咨询和非营利组织的环境地球科学专业人员合作，以识别重要的地球科学职业技能并开发“徽章”系统，以认识这些技能的精通。夏季野外课程和现场研讨会为参与的本科生提供了与利益相关者互动，学习和练习技能以追求奖章的机会。此外，该计划正在证明新技术（数字徽章）用于学生评估的潜在用途。徽章为学生，教职员工和利益相关者之间的对话创造了空间，并且所有学生都可以适应和访问，而不仅仅是那些能够或易于参加给定课程的学生。徽章还可以为学生和雇主提供透明的技能掌握文档，为学生提供一种新的方式，以了解和销售通过环境地球科学课程获得的技能，能力，概念和学习成果（SCCL）。评估被用来确保利益相关者认同的技能，徽章和现场课程对齐，并解决该计划在地球科学管道中学生保留方面的功效。通过针对环境地球科学学生的新型实地课程模型，与该领域的利益相关者互动，并通过机构合作团结了一系列学习者，该计划是本科生层面地球科学专业发展的模型。 通过网络研讨会，研讨会和项目网站，通过该项目汲取的教训可以为更广泛的社区访问。