Collaborative Research: Promoting Geoscience Research, Education, Success, and Equity Through Mentoring

合作研究：通过指导促进地球科学研究、教育、成功和公平

• 批准号: 2013318
• 负责人: Emily Fischer
• 金额: $ 123.17万
• 依托单位: Colorado State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013318&HistoricalAwards=false
• 关键词: Collaborative; Research; Promoting; Geoscience; Education

This project aims to serve the national interest by improving undergraduate geosciences education. It will do so by scaling up a successful mentoring program in the geosciences. Many of the most urgent challenges facing society are rooted in the geosciences, including issues related to energy, air quality, climate, water availability, food security, and natural disasters. Women, particularly those from minority racial and ethnic groups, continue to be largely underrepresented in the geosciences. As a result, the talent pool available to solve these challenges is limited. Female role models and mentors can play an important role in the lives of female students, especially when choosing and committing to a career path. This project aims to increase diversity in the geoscience workforce by scaling-up a mentoring program called PROGRESS (PROmoting Geoscience Research Education and SuccesS). PROGRESS provides professional development workshops, access to female mentors and role models, peer networks, and online discussions and resources. This award will fund workshops in seven regions of the U.S. with the goal of providing undergraduate women with the tools and skills needed to build successful geoscience careers.The project’s major goal is to scale up PROGRESS to include a larger number of regions, more diverse types of higher-educational institutions, and broadened participation of women from underrepresented and minoritized groups. The project team will build a U.S. network of support that spans at least seven geographic regions and a diversity of academic institutions. The project team will use a longitudinal experimental research design to answer the following research questions: 1) Do the benefits of PROGRESS scale up for multiple underrepresented groups and for women with intersectional identities? 2) Are the benefits of PROGRESS consistent when male mentors are included? 3) Can PROGRESS be effectively scaled-up using a train-the-trainer development and implementation model? The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过扩大地球科学领域成功的指导计划来改善本科地球科学教育，从而服务于国家利益。社会面临的许多最紧迫的挑战都源于地球科学，包括与能源、空气有关的问题。质量、气候、水资源供应、粮食安全和自然灾害方面，女性，特别是来自少数族裔群体的女性，在地球科学领域的代表性仍然不足，因此，可用于解决这些挑战的人才库是有限的。榜样和导师可以在女学生的生活中发挥重要作用，特别是在选择和致力于职业道路时，该项目旨在通过扩大名为 PROGRESS（促进地球科学研究教育和成功）的指导计划来增加地球科学劳动力的多样性。 PROGRESS 提供专业发展研讨会、接触女性导师和榜样、同行网络以及在线讨论和资源。该奖项将为美国七个地区的研讨会提供资金，旨在为本科女性提供成功所需的工具和技能。该项目的主要目标是扩大 PROGRESS 范围，将更多地区、更多类型的高等教育机构纳入其中，并扩大代表性不足和少数群体中女性的参与。项目团队将建立一个美国支持网络。该项目团队将使用纵向实验研究设计来回答以下研究问题：1) PROGRESS 的好处是否会扩大到多个代表性不足的群体？对于具有交叉身份的女性？ 2) 当男性导师加入时，PROGRESS 的好处是否一致？ 3) 使用培训师培训开发和实施模型可以有效地扩大 PROGRESS 的规模吗？该项目旨在提高所有学生 STEM 教育的有效性，通过机构和社区转型轨道，支持高等教育机构和学科社区的 STEM 教育转型和改进工作。该奖项反映了 NSF 的法定使命和使命。通过使用基金会的智力价值和更广泛的影响审查标准进行评估，该项目被认为值得支持。

项目成果

Mentorship Builds Inclusivity and Belonging in the Geosciences

导师制建立了地球科学的包容性和归属感

• DOI: 10.1029/2023eo230020
• 发表时间: 2023-01-26
• 期刊: Eos
• 作者: M. Burt;R. Barnes;S. Schanz;S;ra Clinton;ra;Emily V. Fischer
• 通讯作者: Emily V. Fischer

Webs of science: mentor networks influence women's integration into STEM fields

科学网：导师网络影响女性融入 STEM 领域

• DOI: 10.1002/fee.2666
• 发表时间: 2023-07-26
• 期刊: Frontiers in Ecology and the Environment
• 影响因子: 10.3
• 作者: Paul R. Hern;ez;ez;M. Patterson;Juliet M. Nyanamba;A. Adams;R. Barnes;Brittany Bloodhart;M. Burt;S;ra Clinton;ra;Ilana B. Pollack;Emily V. Fischer
• 通讯作者: Emily V. Fischer

Seeking congruity for communal and agentic goals: a longitudinal examination of U.S. college women’s persistence in STEM

寻求公共目标和能动目标的一致性：对美国女大学生坚持 STEM 的纵向考察

• DOI: 10.1007/s11218-021-09679-y
• 发表时间: 2022-05
• 期刊: Social Psychology of Education
• 影响因子: 2.9
• 作者: Henderson, Heather L.;Bloodhart, Brittany;Adams, Amanda S.;Barnes, Rebecca T.;Burt, Melissa;Clinton, Sandra;Godfrey, Elaine;Pollack, Ilana;Fischer, Emily V.;Hernandez, Paul R.
• 通讯作者: Hernandez, Paul R.

Promoting sense of belonging and interest in the geosciences among undergraduate women through mentoring

通过指导提高女本科生对地球科学的归属感和兴趣

• DOI: 10.1080/13611267.2023.2225395
• 发表时间: 2023-06-21
• 期刊: Mentoring & Tutoring: Partnership in Learning
• 作者: W. Du;Paul R. Hern;ez;ez;A. Adams;S;ra Clinton;ra;Rebecca T. Barnes;Melissa Burt;Ilana B. Pollack;Emily V. Fischer
• 通讯作者: Emily V. Fischer