About the Project
GP-IMPACT: Expanding HBCU Pathways to Geoscience Education will develop and test the Evaluation and Enhancement Tool that can be used by HBCUs and other institutions that reach or aspire to attract and support African Americans in the Geosciences, including Geoscience Education. Because geoscience diversity and inclusion efforts over the past half century have resulted in a less than notable increase, the HBCU Pathways Team will use a range of critical components to supporting the success of African Americans in the Geosciences for the development of the Evaluation component of the Instrument. These include strength of institutional/ programmatic support and capacity for geoscience curricula and activities, while targeting pre-service and in-service teachers. Thus, HBCU Pathwayswill deliver a strategic multidimensional solution (1) to impact middle school teacher preparation curricula and professional development activities toward the goal of (2) improving minority access to the geosciences. This multidimensional and scalable solution was planned and framed during the first year and in year 2 will be more deeply evaluated for its robustness and usability at the 3 core institutions. Using guided self-studies and on-site work, the 3 core HBCUs that have demonstrated success in producing geoscientists, science educators, or both (Savannah State University, Florida Agricultural & Mechanical University, and Tennessee State University) will be characterized around the successes and challenges for these institutions around developing African American geoscientists and geoscience educators, from attracting/recruitment to placement in the field. This information will be used to refine the concurrently framed Deep Dive Evaluation Tool, which will be grounded in a mixed model statistical structure. At each stage, Enhancement Resources are being collected, vetted, and mapped to recommend site-specific (place-based) prescriptive resources to fortify efforts by institutions to offer hands-on training, develop geoscience content, and deliver geosciences into HBCU pre-service teacher preparation curricula and programs.
Core interdisciplinary teams and additional partners and advisors, will utilize a theory-driven process of intervention design and evaluation to develop an effective, sustainable, and scalable institutional and programmatic-level intervention. The approach will be used to support the development of interventions by bringing together key stakeholders, particularly Teacher Educators, Regional School-System Representatives, and Geoscientists from the start to scrutinize and address proposed approaches to achieving plausible, feasible, and testable assessment methods and enhancement activities. This will also be aligned with the Council for the Accreditation of Educator Preparation standards. Additionally, this focused effort to systematically develop and complete testing of a scalable, interactive, stakeholder-driven deep dive process will assist the HBCU and broader Education community in advancing geoscience education and workforce development by accessing the untapped HBCU community resources and opportunities.