IRES: US-Estonia Research Partnership in Reconstructing Past Climate Dynamics

IRES：美国-爱沙尼亚研究伙伴关系重建过去的气候动态

• 批准号: 1827135
• 负责人: Nathan Stansell
• 金额: $ 29.83万
• 依托单位: Northern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-06-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1827135&HistoricalAwards=false
• 关键词: IRES; US; Estonia; Research; Partnership

Records of past climate variability from northern Europe will improve our ability to predict future environmental changes in the North Atlantic region. This IRES project will partner with premier universities in Estonia to train students in interdisciplinary field-based environmental science methods in order to develop archives of past temperature and precipitation changes from the Baltic region. Each year the project will involve initial orientations, 5 weeks of international summer field and lab-based instruction, follow-up laboratory work at home institutions during the academic year, and conference presentations in the spring. A total of 4 students (undergraduate and graduate) and 1 in-service public science teacher (RET) each year will be recruited, and all the undergraduate participants will be from 2 year colleges in northern Illinois. Students from underrepresented groups will be targeted, and at least one undergraduate student per year will be from a non-STEM background.This project will apply a multi-proxy approach to explore the timing and causes of historic climate variability in northern Europe. Student projects will be interrelated to develop a better understanding of how shifting Northern Hemisphere temperatures and mean-state conditions of the North Atlantic Ocean have influenced the climate dynamics of the eastern Baltic region. These datasets will serve as predictive tools for future variation across the Northern Hemisphere. Student projects will focus on lake sediment geochemistry (stable isotopes - ?18O and ?13C), paleoecology, and biology as tools to reconstruct past climate conditions. The educational goals are to: 1) Engage students in societally-relevant scientific topics to promote interest in STEM fields; 2) Mentor participants in state-of-the-art scientific research methods to better prepare them for STEM majors, careers, and advanced degrees; 3) Develop participants written and oral communication skills through mentoring and public presentations; and 4) Recruit underrepresented minority students and in-service public science teachers to promote diversity and sustainable impacts in public schools. The program components, project team, and participant experience will be rigorously evaluated by a geoscience education research specialist.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.

北欧过去气候变化的记录将提高我们预测北大西洋地区未来环境变化的能力。 IRES项目将与爱沙尼亚的总理大学合作，以培训跨学科的基于田野的环境科学方法，以开发波罗的海地区过去温度和降水量变化的档案。该项目每年都会涉及初始方向，国际夏季田地5周和基于实验室的教学，学年期间在家庭机构的后续实验室工作以及春季的会议演讲。每年将招募总共4名学生（本科和毕业生）和1名在职公共科学老师（RET），所有本科参与者将来自北伊利诺伊州的两年学院。来自代表性不足的小组的学生将成为目标，并且每年至少有一名本科生将来自非茎背景。本项目将采用多种观点的方法来探索北欧历史性气候变化的时机和原因。学生项目将相互关联，以更好地了解北大西洋的北半球温度和卑鄙状态状况如何影响波罗的海东部地区的气候动态。这些数据集将作为北半球未来变化的预测工具。学生项目将重点关注湖泊沉积物地球化学（稳定的同位素 - ？18o和？13c），古生物学和生物学作为重建过去气候条件的工具。教育目标是：1）让学生参与与社会相关的科学主题，以促进对STEM领域的兴趣； 2）最先进的科学研究方法的导师参与者更好地为STEM，职业和高级学位做好准备； 3）通过指导和公开演讲发展参与者书面和口头交流技巧； 4）招募代表性不足的少数民族学生和在职公共科学教师，以促进公立学校的多样性和可持续影响。该计划组件，项目团队和参与者经验将由地球科学教育研究专家进行严格评估。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，认为值得通过评估来获得支持。

项目成果

A Late Holocene Stable Isotope and Carbon Accumulation Record from Teringi Bog in Southern Estonia

• DOI: 10.3390/quat5010008
• 发表时间: 2022-02
• 期刊: Quaternary
• 影响因子: 2.3
• 作者: N. Stansell;E. Klein;Kristyn Hill;J. Terasmaa;Justin D. Dodd;M. Boes;Mariliis Eensalu;Carolyn S. F

Hydrogen isotope biogeochemistry of plant waxes in paired lake catchments

• DOI: 10.1016/j.orggeochem.2023.104674
• 发表时间: 2023-09
• 期刊: Organic Geochemistry
• 影响因子: 3
• 作者: Mariliis Eensalu;Daniel B. Nelson;Anna Buczynska;Oliver Rach;Eric S. Klein;Justin P. Dodd;Anneli Poska;N. Stansell