| NSF Org: |
RISE Integrative and Collaborative Education and Research (ICER) |
| Recipient: |
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| Initial Amendment Date: | August 27, 2018 |
| Latest Amendment Date: | March 18, 2024 |
| Award Number: | 1801768 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Brandon Jones
mbjones@nsf.gov (703)292-4713 RISE Integrative and Collaborative Education and Research (ICER) GEO Directorate for Geosciences |
| Start Date: | August 15, 2018 |
| End Date: | August 31, 2024 (Estimated) |
| Total Intended Award Amount: | $534,314.00 |
| Total Awarded Amount to Date: | $534,314.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
601 S KNOLES DR RM 220 FLAGSTAFF AZ US 86011 (928)523-0886 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1395 S Knoles Dr., Ste. 252 Flagstaff AZ US 86011-0001 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | IUSE |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.050 |
ABSTRACT
It has long been widely recognized that there is a shortage of students successfully pursuing STEM degrees and careers. The impending shortage is particularly acute for careers in the geosciences, where it is anticipated there will be a deficit of 90,000 professionals by the year 2024. There are multiple reasons for this, but paramount among them is the aging out of professional geoscientists through retirements, and low awareness of geoscience career opportunities and financial opportunities among college freshman because rigorous geology courses are not commonly taught in secondary schools. Yet, students who discover a geoscience major at the university have very high satisfaction with their degree and the prospects of careers in the management of natural resources and mitigation of human impacts on the environment. Project EXPLORES (EXPLOration of Recruitment of Earth Scientists) is looking to address many of these issues through a combination of recruitment, curricular changes in a course taken by nearly all STEM majors at Northern Arizona University (NAU), near-peer and research mentoring, career advising, and a welcoming social and educational environment in the Geology Program. The project aims for at least an average 10% growth per year in the number of new students entering the geology major at NAU.
Project EXPLORES takes multiple actions to improve student understanding of the geology major and career opportunities in the geosciences. The basis of our project is a collaboration among faculty from the Department of Chemistry and Biochemistry and the School of Earth and Sustainability to develop several new geoscience-focused labs in a chemistry foundational course taken by 2000 STEM majors each year, including 30-40% of students from underrepresented groups. The labs will expose early-career STEM majors to how geoscientists use chemistry to quantify and understand changes in the Earth system. After the project ends the new labs will be institutionalized as a permanent part of the Chemistry curriculum.
To those students who show interest in the geoscience major the project will offer experiences that build their exposure to the major and careers after graduation. The experiences include:pairing geology undergraduate peer mentors (Geoscience Ambassadors) with prospective students to provide information about the geology major and their experiences in classes and with faculty; leading day-long field trips to local, spectacular geologic settings so prospective majors can learn how geoscientists incorporate experiential learning into classes; inviting career geoscience professionals to talk about their career paths and opportunities, as well as provide advice about which courses of study to pursue within the major; providing prospective majors and their research mentors stipends to conduct authentic research in one of our cutting-edge research groups that include climate science, geochemistry, geophysics, tectonics, and biogeoscience. Research mentors comprising graduate students and faculty will receive multi-day training on effective mentoring practices.
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.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The EXPLORES project aimed to understand and address key factors influencing student recruitment and retention in geoscience programs while enhancing students' academic and professional preparation through innovative experiences. Specifically, the project focused on identifying why students choose and persist in geoscience majors, increasing awareness and improving perceptions of geoscience careers, strengthening the sense of community among undergraduate students, and providing authentic research experiences to new majors to prepare them for geoscience careers.
To begin, we conducted a study examining the experiences of female geoscience students, exploring factors that influenced their decision to enter and remain in the field. Using critical incident interviews, we gained insights into their academic journeys. Students reported that personal interests, encouragement from individuals outside the department, and engaging introductory courses were key motivators for choosing the major. Once enrolled, supportive relationships with faculty emerged as critical to their persistence. Female role models, particularly those teaching introductory courses, played an especially significant role in fostering a sense of belonging and inspiration. These findings provide valuable insights into how recruitment and retention efforts unfold in the lived experiences of female geoscience majors, offering guidance for creating inclusive and supportive environments in geoscience programs.
Building on these insights, we designed and implemented an innovative geoscience-focused field camp in summer 2024. This four-week program brought together 23 lower-division undergraduate students, who engaged in interdisciplinary field sciences, developed essential skills, and conducted independent research on the Colorado Plateau. The curriculum emphasized practical and technical skills critical to modern geoscience, including field methods, Geographic Information Systems (GIS), uncrewed aerial vehicles (UAVs), environmental and ecological data collection, and satellite data processing and analysis. Through a combination of classroom instruction, field-based learning, guest lectures, and site visits, the program created a rich and immersive educational experience. Students worked collaboratively to explore the natural and cultural history of the region while tackling physically, mentally, and emotionally demanding challenges.
The field camp pushed students to step out of their comfort zones and develop a deeper understanding of the landscapes they studied. They designed and conducted independent research projects using state-of-the-art tools and software, culminating in innovative and creative outcomes. Projects included examining the relationship between ant hill distribution and various landscape properties and surveying historical artifacts across the Hat Ranch property. These experiences not only fostered scientific curiosity but also helped build a strong sense of community among participants as they worked together to solve problems, learn new skills, and share their discoveries.
The program’s success was widely recognized, earning a feature in the Arizona Daily Sun for its unique and meaningful approach. Students expressed enthusiasm for the hands-on learning opportunities and the chance to engage deeply with the region’s unique geological and cultural heritage. The combination of rigorous academic content, collaborative learning, and opportunities for personal growth resulted in overwhelmingly positive feedback and demonstrated the demand for and value of such programs.
Data analysis from both the recruitment and retention study and the field camp is ongoing, with findings to be disseminated widely to inform best practices in geoscience education. These results will support broader efforts to attract and retain a diverse pool of students in the geosciences. Through the EXPLORES project, we have shown how targeted interventions—such as understanding student motivations, fostering community, and offering authentic research experiences—can create transformative educational experiences and inspire the next generation of geoscientists. Importantly, we have garnered resources to continue the field camp into the future, establishing it as a signature program for geoscience majors and ensuring its long-term impact on geoscience education.
Last Modified: 11/20/2024
Modified by: Ron E Gray
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