skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Community-driven enhancement of information ecosystems for the discovery and use of paleontological specimen data: Stakeholder engagement workshop
A stakeholder engagement workshop was held in May 2024 as part of the Community-driven enhancement of information ecosystems for the discovery and use of paleontological specimen data project, which is funded under the United States National Science Foundation (NSF) Geosciences Open Science Ecosystem (GEO OSE) program. This report describes the activites and outcomes of the workshop.  more » « less
Award ID(s):
2324688 2324689 2324690
PAR ID:
10548224
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
Pensoft Publishers
Date Published:
Journal Name:
Research Ideas and Outcomes
Volume:
10
ISSN:
2367-7163
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Wysession, Michael; Grimm, Nancy; Peterson, Bill; Hofmann, Eileen; Zhang, Renyi; Illangasekare, Tissa (Ed.)
    Abstract In 2023, the first Polar Postdoc Leadership Workshop convened to discuss present and future polar science issues and to develop leadership skills. The workshop discussions fostered a collective commitment to inclusive leadership within the polar science community among all participants. Here, we outline challenges encountered by underrepresented groups in polar sciences, while also noting that progress has been made to improve inclusivity in the field. Further, we highlight the inclusive leadership principles identified by workshop participants to bring to the polar community as we transition into leadership roles. Finally, insights and practical knowledge we gained from the workshop are shared, aiming to inform the community of our commitment to inclusive leadership and encourage the polar community to join us in pursuing action toward our shared vision for a more welcoming polar science future. 
    more » « less
  2. The CSSI 2019 workshop was held on October 28-29, 2019, in Austin, Texas. The main objectives of this workshop were to (1) understand the impact of the CSSI program on the community over the last 9 years, (2) engage workshop participants in identifying gaps and opportunities in the current CSSI landscape, (3) gather ideas on the cyberinfrastructure needs and expectations of the community with respect to the CSSI program, and (4) prepare a report summarizing the feedback gathered from the community that can inform the future solicitations of the CSSI program. The workshop participants included a diverse mix of researchers and practitioners from academia, industry, and national laboratories. The participants belonged to diverse domains such as quantum physics, computational biology, High Performance Computing (HPC), and library science. Almost 50% participants were from computer science domain and roughly 50% were from non-computer science domains. As per the self-reported statistics, roughly 27% of the participants were from the different underrepresented groups as defined by the National Science Foundation (NSF). The workshop brought together different stakeholders interested in provisioning sustainable cyberinfrastructure that can power discoveries impacting the various fields of science and technology and maintaining the nation's competitiveness in the areas such as scientific software, HPC, networking, cybersecurity, and data/information science. The workshop served as a venue for gathering the community-feedback on the current state of the CSSI program and its future directions. Before they arrived at the workshop, the participants were encouraged to take an online survey on the challenges that they face in using the current cyberinfrastructure and the importance of the CSSI program in enabling cutting-edge research. The workshop included 16 brain-storming sessions of one hour each. Additionally, the workshop program included 16 lightning talks and an extempore session. The information collected from the survey, brainstorming sessions, lightning talks, and the extempore session are summarized in this report and can potentially be useful for the NSF in formulating the future CSSI solicitations. The workshop fostered an environment in which the participants were encouraged to identify gaps and opportunities in the current cyberinfrastructure landscape, and develop thoughts for proposing new projects. 
    more » « less
  3. 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. 
    more » « less
  4. Despite the intent to advance engineering education with NGSS, teachers across all grades lack self-efficacy in engineering pedagogy. Instructional shifts envisioned by NGSS, especially with inclusion of engineering, require substantial learning by teachers. For rural schools, due to geographic location and smaller collegial networks, there are challenges in providing content-specific professional learning. This project gathered researchers from four states to provide PL aligned to NGSS and delivered remotely to 150 rural teachers. In summer 2023, experts led a five-day workshop which modeled shifts called for by NGSS (e.g., equitable, discourse-rich, phenomena-based) and provided opportunities to experience next-generation teaching and learning. Likert scale surveys were collected before and after the workshop to gauge self-efficacy regarding teaching science and engineering. We found that science-focused PL, with engineering embedded rather than as stand-alone component, afforded growth in self-efficacy for teaching engineering. Pre-workshop surveys showed that teachers had higher self-efficacy towards teaching science than teaching engineering (Wilcoxon signed-rank; p<.001). Positive attitudes toward teaching science were leveraged to provide PL and pre-workshop to post-workshop analysis showed growth in self-efficacy towards teaching engineering (p<.001). Results are important for professional learning around teaching engineering, for professional learning with rural teachers, and for remote access to professional learning. 
    more » « less
  5. IntroductionIt is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science. MethodsIn this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach. ResultsWe quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors. DiscussionThis study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators. 
    more » « less