NSF Org:	RISE Integrative and Collaborative Education and Research (ICER)
Recipient:	REGENTS OF THE UNIVERSITY OF CALIFORNIA, THE
Initial Amendment Date:	September 6, 2023
Latest Amendment Date:	September 6, 2023
Award Number:	2325493
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:	October 1, 2023
End Date:	September 30, 2026 (Estimated)
Total Intended Award Amount:	$521,375.00
Total Awarded Amount to Date:	$521,375.00
Funds Obligated to Date:	FY 2023 = $521,375.00
History of Investigator:	SARAH PEDEMONTE (Principal Investigator) spedemonte@berkeley.edu Emily Weiss (Co-Principal Investigator) Michael Russo (Co-Principal Investigator)
Recipient Sponsored Research Office:	University of California-Berkeley 1608 4TH ST STE 201 BERKELEY CA  US  94710-1749 (510)643-3891
Sponsor Congressional District:	12
Primary Place of Performance:	University of California-Berkeley 1608 4TH ST STE 201 BERKELEY CA  US  94710-1749
Primary Place of Performance Congressional District:	12
Unique Entity Identifier (UEI):	GS3YEVSS12N6
Parent UEI:
NSF Program(s):	SPECIAL EMPHASIS PROGRAM
Primary Program Source:	01002324DB NSF RESEARCH & RELATED ACTIVIT
Program Reference Code(s):	8209
Program Element Code(s):	061900
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.050

ABSTRACT

Atmospheric, climate, ocean, earth and environmental sciences (geosciences) are among the least diverse fields in science, technology, engineering and math (STEM). A lack of diversity in STEM fields means decreased ability to identify and solve critical issues facing society such as climate change, which disproportionately affects the populations that are least represented in STEM. The Data in Geosciences in Teaching project aims to increase diversity in the geosciences by supporting high school teachers in school districts with diverse student populations to sustainably build their science programs to include the types of geoscience student learning experiences that increase the likelihood that these students will pursue STEM careers. Classroom and field-based geosciences lessons will be co-created by teachers and community geosciences partners (industry, government, and academic). This project aims to make real change in the district science programming by providing a long-term commitment of resources, supporting teachers using local geoscience experiences and expertise, and building sustainable partnerships.

This project seeks to create a systematic approach to ensuring equitable access to geoscience learning experiences for local high school educators and professionals through creation of a geosciences learning ecosystem that will incorporate the assets and expertise of Community Geosciences Partners, professional learning experiences, their existing science curriculum, newly created geosciences learning experiences, and evidence of student impacts to support iterative design of the student learning experiences. The goals of this project are to: (1) design and implement a series of experiences for high school science teachers to engage with local Geoscience Community Partners and their data to foster learning and collaborations (Teacher Learning); (2) facilitate the co-creation of student learning experiences that increase the number of authentic, data-rich, and locally-and/or personally-relevant geoscience lessons taught in local high school science courses (Student Learning); and (3) create and implement a sustainability plan with the local high school science programming that includes continued collaborations between high school science teachers and local Community Geosciences Partners (System Level Change).

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.

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