Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations.
more » « less- Award ID(s):
- 1821709
- NSF-PAR ID:
- 10467118
- Author(s) / Creator(s):
- ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; more »
- Publisher / Repository:
- Earth and Space Science
- Date Published:
- Journal Name:
- Earth and Space Science
- Volume:
- 9
- Issue:
- 5
- ISSN:
- 2333-5084
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
When disasters isolate communities from external support, their members must turn to each other for mutual assistance. This study explores (1) resource management, (2) information sharing, and (3) community leadership and civic participation as dimensions of peer-to-peer sharing for more efficient distribution of local resources under “islanded” conditions. Interviews with members and leaders of three neighborhood-scale communities in Washington state revealed concerns about household preparedness and stockpiling of resources, but also the potential to lever individuals’ community knowledge, social networks, and willingness to participate. Future interventions might include enhancing place-based social infrastructure for resource and information sharing; online local databases and applications that normally maintain privacy but “unlock” important household information for community use in emergencies; and programs that help individuals access and adopt leadership and participation roles. Satisfying these requirements for successful disaster prepared ness also aligns with the goals of everyday community-building and strengthening of collective capacitymore » « less
-
Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.
Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?
Method: Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.
Findings: Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.
Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.
-
Barnard, Daron (Ed.)Open educational resources, or OER, are teaching materials that reside in the public domain and are available under an open license. While the creation of high-quality materials and cyberinfrastructure to share these resources is important, OER are much more than static resource repositories. Vibrant OER communities function as collaboration hubs and often include librarians, instructional technologists, instructors, education researchers, funders, open-source software developers, and college administrators. Together, these individuals work as a community to respond to changes in the education landscape, support student learning impacts both in terms of cost savings and student retention, and solve issues related to broadly sharing open resources on the web. This essay provides general information about OER, describes communities developing OER for science, technology, engineering, and mathematics education, and presents insights about sustainability challenges. The sustainability challenges are organized according to multiple dimensions: cultural and social, economic and financial, and technological and environmental. In addition, OER provide important opportunities to address and promote social justice and open and accessible education philosophies. Knowing more about the OER landscape, sustainability challenges, and educational justice opportunities can help instructors use and contribute to this growing movement to reshape the landscape of undergraduate education.more » « less
-
This study explores how a research-practice partnership’s (RPP) continuous improvement methods influenced equity leadership practices in computer science education for school administrators. District leaders and researchers analyzed and documented their continuous improvement process to define “equity and the iterative process of developing this shared definition. Findings reveal this process operationalized equity on two levels: 1) An external examination of equity in education and how racism and biases exacerbate access to computer science education, and 2) An internal gaze on the lack of diversity among our RPP. Key to each of these findings is the collective focus on an ever-changing definition of equity that encouraged our RPP to see our agency as school leaders in disrupting inequality and enacting change.more » « less
-
Here we present research resulting from a tribal-academic collaboration between the Chickasaw Language Revitalization Program (CLRP) and the University of Texas at Arlington (UTA). This collaboration began three years ago, with a UTA service-learning trip to Ada, Oklahoma. The Chickasaw Language Revitalization Program is vigorously engaged in many activities to support language use by the remaining 70 or so fluent speakers. Communities facing such stark endangerment must address revitalization and documentation simultaneously, and in a way that maximizes resources. Our partnership addresses this challenge. This paper draws on the principles of Community-Based Language Research, defined in Czaykowska-Higgins (2009: 24) as a model that “not only allows for the production of knowledge on a language, but also assumes that that knowledge can and should be constructed for, with, and by community members, and that it is therefore not merely (or primarily) for or by linguists.” Benefitting from an action-research model, our collaboration supports the Chickasaw community by developing revitalization-driven documentation and training materials for learners that both feed into and are drawn from documentation. Both sides of our collaboration are committed to the transfer of knowledge, especially sharing our findings and knowledge with other endangered language communities.more » « less