Planning: FIRE-PLAN:Convergent Pyroscapes: Catalyzing Innovative and Inclusive Wildland Fire Science and Education in Western North Carolina

规划：FIRE-PLAN：融合火景：促进北卡罗来纳州西部创新和包容性的荒地火灾科学和教育

• 批准号: 2331874
• 负责人: Laura German
• 金额: $ 19.68万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2331874&HistoricalAwards=false
• 关键词: Planning; FIRE; PLAN; Convergent; Pyroscapes

Native people are significantly underrepresented in science, engineering, and math (STEM) fields. This poses a problem for equity, and it diminishes the contribution of Native worldviews and technologies used for problem-solving. One of the contributing factors to increasingly severe wildland fires and loss of forest ecosystem services has been the loss of Native American fire management practices. Indigenous-led fire stewardship can assist with this challenge while addressing the following three factors: existing conceptions within fire science, management and education that narrow the decision space within forest management; shifts in forest conditions under federal management that make it more difficult to restore Native forest values; and barriers to STEM education among Native youth. This project will support a newly emerging partnership between the Eastern Band of Cherokee Indians, the University of Georgia, the U.S. Forest Service, and TERC, a STEM education research organization, to integrate Native and Western scientific knowledge into both Native STEM education and wildland fire science, training and practice in western North Carolina. As services to the nation's health, welfare, and prosperity, this project's scientific advances will increase forest health and reduce wildfire risk, and its curricular innovations will promote social equity and the representation and career potential of future Native scientists. Managed fires can be a critical tool to mitigate rapidly shifting landscape of forests . Approaching the solution from a deep convergence of Native and Western fire science, technology and management is therefore critical. This project will develop an innovative approach to that knowledge convergence, with an aim of incorporating Native fire management, knowledge, aspirations and technologies into STEM education and prescribed fire science and management. To achieve that, the project will use Indigenous-led, culturally responsive facilitated workshops and collaborative co-design methodologies to: broaden and build equitable partnerships; share and synthesize foundational knowledge and perspectives; and co-develop robust plans for a Phase 2 proposal. The resulting work plan will have three ultimate goals: (1) to reveal and dismantle the conceptual blinders that currently constrain Western fire science and hinder Native students' STEM engagement; (2) to generate innovative, inclusive fire science advances that expand the scope and predictive capacity of fire modeling, e.g. by simulating scenarios that both extend beyond conditions observed empirically under current fire regimes, and are based on Native science and technology; and (3) to enhance the participation of and career pathways for Native youth in forestry and natural resource management by integrating Native and Western scientific knowledge in convergent STEM curricula. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. This planning project is also funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

土著人在科学，工程和数学（STEM）领域的代表性大大不足。这给公平带来了一个问题，并减少了用于解决问题的本地世界观和技术的贡献。造成日益严重的野生火灾和森林生态系统服务丧失的促成因素之一是丧失了美国原住民消防管理实践。由土著人领导的消防管理可以协助这一挑战，同时解决以下三个因素：消防科学，管理和教育中的现有概念，这些概念缩小了森林管理中的决策空间；联邦管理下的森林状况的转变使恢复本地森林价值变得更加困难；以及在土著青年中茎教育的障碍。该项目将支持切诺基印第安人东部乐队，佐治亚大学，美国森林服务局和STEM教育研究组织TERC之间的新成长的伙伴关系，以将本地和西方科学知识纳入北卡罗来纳州西部的本地STEM教育和野生局的培训和实践。作为对国家健康，福利和繁荣的服务，该项目的科学进步将增加森林健康并降低野火风险，其课程创新将促进社会公平以及未来土著科学家的代表性和职业潜力。托管火灾可能是减轻森林迅速转移景观的关键工具。因此，从本地和西方消防科学的深层融合中，技术和管理的深度融合至关重要。该项目将开发一种创新的方法来进行知识融合，目的是将土著消防，知识，愿望和技术纳入STEM教育以及开处方的消防科学和管理中。为了实现这一目标，该项目将使用土著主导的，文化响应的促进的讲习班和协作共同设计方法来扩大和建立公平的合作伙伴关系；共享并综合基础知识和观点；并共同开发了第二阶段提案的强大计划。由此产生的工作计划将有三个最终目标：（1）揭示和拆除目前限制西方消防科学并阻碍土著学生的茎的概念盲人； （2）产生创新的，包容性的消防科学发展，以扩大火灾建模的范围和预测能力，例如通过模拟各种情况，这些场景都超出了当前火灾制度下经验观察到的条件，并且基于本地科学和技术； （3）通过将本地和西方科学知识纳入融合STEM课程中，以增强本地青年在林业和自然资源管理中的参与和职业途径。该项目由针对学生和教师（ITEST）计划的创新技术经验提供资金，该计划支持对实践，计划要素，环境和过程的理解的项目，从而有助于增加学生对科学，技术，工程和数学（STEM）以及信息和通信技术（ICT）职业的知识和兴趣。该计划项目还由前进的非正式STEM学习（AISL）计划提供资金，该计划支持：（a）有助于研究和实践，这些研究和实践认为非正式的STEM学习在股权中的作用和属于STEM中的作用； （b）在STEM中促进个人和教育成功； （c）提高公众参与科学发现； （d）促进对STEM职业的兴趣； （e）为有效的非正式STEM学习创建和增强理论和经验基础； （f）改善社区活力；和/或（g）增强科学传播以及公众对STEM和STEM过程的参与和理解。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响来通过评估来支持的。