EHR-Polar DCL: Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science

EHR-Polar DCL：通过协作学习进行真实研究（ARC-Learn）：数据丰富的北极科学的本科生研究经验

• 批准号: 2110854
• 负责人: Julie Risien
• 金额: $ 58.75万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2110854&HistoricalAwards=false
• 关键词: EHR; Polar; DCL; Authentic; Research

The ARC-Learn project is a partnership between the Oregon State University STEM Research Center and the College of Earth, Ocean and Atmospheric Sciences Polar Research programs. Access to quality research experience opportunities is a high impact educational practice that supports undergraduates to successfully continue their education in STEM fields. Many of these programs include intensive experiences that occur over the summer months, often requiring students to travel to distant or remote locations to participate. This common structure limits access for many students, especially those who have extended or delayed educational paths as they balance work, family, and dependent care obligations. ARC-Learn will provide a more flexible lower-intensity model to eliminate common barriers to participation. Over the course of two years ARC-Learn students, working within an affirmative science community, will be exposed to the full “arc” of research from understanding scientific challenges to sharing the results of research with the public. The unique design of this program will have three major benefits. First, it will provide critical training to develop the next generation of scientists, who will be charged with solving globally relevant environmental challenges for which the Arctic is ground-zero. For example, students will work in teams to better understand the ways in which continuing loss of Arctic sea ice impacts heat exchange between the ocean and atmosphere, intensifies coastal erosion, and alters the food web and food security. Second, ARC-Learn will leverage the vast data resources already available by focusing on developing critical science skills such as data literacy and visualization. Third, the project will increase access to undergraduate research for students who are underrepresented in the Polar sciences, transferring from two-year colleges, and those who are unable to be away from home and family obligations for extended periods of time. Success among these groups can broaden participation in science and lead to a more diverse future Polar science workforce. To support students’ success, ARC-Learn will employ inclusive and culturally responsive mentoring practices, a flexible and modular schedule, and the option for students to engage both in person and online. This project directly responds to the research and programmatic recommendations in the National Academies of Science, Engineering and Medicine consensus studies on Undergraduate Research Experiences (2017) and Science of Effective Mentorship in STEMM (2019). The overarching goals of ARC-Learn are to: 1) develop and diversify the next generation of Polar scientists; 2) expand knowledge about design and implementation of undergraduate research experiences; and 3) build understanding about how mentors can develop inclusive mentoring competencies and efficacy. The project research objectives are to understand the specific mechanisms and program design elements that contribute to: 1) achievement of learning outcomes; 2) cultivation of STEM identity and STEM persistence; and 3) mentor development of team science and inclusive mentoring practices and mindsets. Research methods will focus on using empirical data (collected through observations, surveys, interviews and reflective journals) to explain the program processes that enable (or inhibit) student progress and mentor development. The researchers will investigate students’ (self-efficacy, STEM identity and STEM trajectories) and mentors’ (self-concepts, perceptions of students, and inclusive mentoring and collaborative competencies) experiences. The team will seek to uncover how ARC-Learn program elements (formal collaborative and problem-based learning, inclusive mentoring, community, science lifecycle, and long-duration and low intensity schedule) contribute to student success and development of STEM identity and persistence. Additionally, the team will interrogate how external factors and institutional contexts impact student and mentor development and success. The project team will broaden the impact of this research through direct support and development of 50 participating underrepresented and non-traditional students and mentors, as well as development and broad dissemination of an empirically-based framework and programmatic lessons learned to support propagation and scaling of promising elements of this novel program design to support a richly diverse workforce.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.

ARC-LEARN项目是俄勒冈州立大学STEM研究中心与地球学院，海洋和大气科学学院之间的合作伙伴关系。获得高质量的研究经验机会是一种高影响力的教育实践，它支持本科生在STEM领域成功继续教育。这些程序中的许多计划包括在夏季发生的大量经验，通常要求学生前往遥远或偏远的地方参加。这种共同的结构限制了许多学生的访问，尤其是那些在平衡工作，家庭和依赖护理义务时延长或延迟的教育道路的学生。 Arc-Learn将提供更灵活的低强度模型，以消除参与的常见障碍。在两年的过程中，在肯定科学界工作的ARC-Learn学生将面临研究的完整“弧”，从了解科学挑战到与公众分享研究结果。该程序的独特设计将具有三个主要好处。首先，它将提供关键的培训，以发展下一代科学家，他们将负责解决与北极相关的全球相关环境挑战。例如，学生将在团队中工作，以更好地了解北极海冰持续丧失会影响海洋和气氛之间的热量交流，加剧沿海侵蚀，并改变食品网和粮食安全的方式。其次，Arc-Learn将通过专注于开发关键的科学技能（例如数据素养和可视化）来利用已经可用的大量数据资源。第三，该项目将增加对极地科学人数不足，从两年年的大学转移的学生以及无法在长时间离开家和家庭义务的学生获得本科研究的机会。这些群体之间的成功可以扩大科学的参与，并导致更潜水的未来极地科学劳动力。为了支持学生的成功，ARC-Learn将采用包容性和文化响应迅速的心理实践，灵活而模块化的时间表以及学生在线和在线互动的选择。该项目直接回应了有关本科研究经验的国家科学，工程和医学共识研究（2017年）和STEMM有效指导科学（2019年）的研究和程序建议。 ARC-LEARN的总体目标是：1）发展和多样化下一代极地科学家； 2）扩大有关本科研究经验的设计和实施知识； 3）建立了解导师如何发展包容性心理能力和效率的理解。项目研究目标是了解有助于：1）实现学习成果的具体机制和程序设计元素； 2）培养茎的身份和茎持久性； 3）团队科学以及包容性心理实践和心态的心理发展。研究方法将着重于使用经验数据（通过观察，调查，访谈和反思性期刊收集）来解释研究人员将调查学生（自我效能感，STEM身份和STEM轨迹）和导师（自我概念，对学生的感知以及包容性的心理和协作能力）的经验。该团队将寻求揭示ARC-LEARN计划元素（正式的协作和基于问题的学习，包容性的心理，社区，科学生命周期以及长期和低强度时间表）如何为学生的成功和STEM身份和持久性的发展做出贡献。此外，团队将询问外部因素和机构环境如何影响学生以及心理发展和成功。项目团队将通过直接支持和发展50个参与代表性不足的和非传统的学生和精神的直接支持和发展的影响，以及对基于经验的框架和计划经验的发展和广泛传播，以支持这项新颖的计划设计的备受推测的授权以及支持促进的授权的著作，以支持nissf and n ders n n ders nsf，从而支持传播和扩展计划，以支持传播和扩展，以支持传播和扩展。基金会的智力优点和更广泛的影响评论标准。