Track 2 GK-12: STEP Up!

第 2 轨 GK-12：加油！

• 批准号: 0338261
• 负责人: Donna Llewellyn
• 金额: $ 200万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-03-01 至 2011-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338261&HistoricalAwards=false
• 关键词: Track; GK; 12; STEP; Up

Title of Project: STEP Up! Institution: Georgia Institute of Technology PI/Co-PI: Donna C. Llewellyn/Marion C. Usselman Number of Fellows/year: 12 Graduate and 6-12 Undergraduate School District Partners: DeKalb County School System, Fulton County Schools, Marietta City Schools, Rockdale County Public Schools Target Audience: High School Setting: Urban and Suburban NSF Supported Disciplines: Science, Math, Technology, Pre-engineering, Social Sciences Narrative Summary: The Georgia Tech Student and Teacher Enhancement Partnership (STEP) GK-12 program was initiated in 2001 and will be continued through the next five years as the STEP Up! program. STEP Up! partners Georgia Tech graduate and undergraduate students with teams of teachers at six metro-Atlanta high schools per year with three primary goals: To use the unique talents and energies of the Georgia Tech students to help address the pressing needs at the schools; to promote long-term, mutually beneficial, and multi-faceted partnerships at these schools; and to provide the Georgia Tech students with a teaching internship experience that will benefit their professional growth and subsequent career, whether in academia, industry, or education. STEP Up! begins the year with a summer training program during which the Fellows are provided with instruction on pedagogy, classroom management strategies, inquiry learning, and other educational theory and tools, and during which Fellows and teachers jointly create action plans that detail the types of activities that best fit the needs of the school and the talents and professional and personal desires of the Fellows. Intellectual Merit-STEP Up! strives to build successful models of university-school partnerships that can transcend the initial personnel, that can be sustained over time, and that recognize that the needs of each school and the talents of each university student and faculty member are unique. These STEP Up! partnerships are between Georgia Tech, a Research 1 technical institution, and high schools that are mostly overwhelmingly African American. The project aims to form true partnerships where the work is mutually beneficial, therefore there are no preset curricular or content directives from the university. The project evaluation, conducted by members of the faculty in the School of Public Policy as a series of case studies, will map the development, or demise, of the partnering activities, the effectiveness of the Fellow interactions with students and teachers, the effectiveness of the project institutionalization, and the long-term impact of the program on the multiple participants. Broader Impact-STEP Up! addresses workforce development in multiple ways. 1) It provides STEM and social science graduate and undergraduate students Teaching Internship opportunities, with the anticipated outcome of improving their pedagogical, leadership, and communication skills while encouraging a life-long career goal of educational outreach. 2) It provides high school students, from primarily under-represented minority groups, with mentors, role models, content experts, and access to the university. 3) It provides teachers with energetic classroom assistance in whatever realm is most important to that classroom, and a unique connection with the university community and the resources that it can provide. Outcomes from Track 1- The initial project was set up to provide benefits to the graduate students, the partnering high schools and teachers, and the university. Overall, 57% of our graduate fellows have been minority students, far surpassing their percentage among all STEM graduate students at Georgia Tech. This project has provided a mechanism for civic leadership with official sanction. So far, three of the fellows from the first two years have taken jobs as assistant professors, three are in research positions in industry, and one has become a high school mathematics teacher. All have stated their commitment to continuing with K-12 outreach in their professional careers. The project assessment effort has determined positive outcomes for the fellows in the areas of academic content mastery, teaching interests, academic efficiency, professional skills, and presentations and publications. The partnering teachers and administrators have mentioned benefits such as the injection of fresh energy into the classroom, the value of exposure to cutting edge research and the end-purpose of the content, the introduction of educational enrichment opportunities, the access to materials, supplies, equipment, and research experiences at Georgia Tech, the ability of the fellows to transform the students' understanding of science from a bunch of facts to a process, the additional time that the fellows provide for teachers to do other necessary things, and the roles of the fellows as role models, mentors, and cheerleaders. The university has gained in the journey towards institutionalizing two very positive programs: mutually beneficial partnerships with area high schools and teaching internship opportunities for upper level undergraduate and graduate students.

项目标题：加紧！ Institution: Georgia Institute of Technology PI/Co-PI: Donna C. Llewellyn/Marion C. Usselman Number of Fellows/year: 12 Graduate and 6-12 Undergraduate School District Partners: DeKalb County School System, Fulton County Schools, Marietta City Schools, Rockdale County Public Sc​​hools Target Audience: High School Setting: Urban and Suburban NSF Supported Disciplines: Science, Math, Technology, Pre-engineering, Social科学叙事摘要：佐治亚理工学院的学生和教师增强合作伙伴关系（步骤）GK-12计划于2001年启动，并将在接下来的五年中继续进行！程序。 加紧！佐治亚理工学院的毕业生和本科生与每年六个都会大都会高中的教师团队，具有三个主要目标：使用佐治亚理工学院学生的独特才能和能量，以帮助满足学校的紧迫需求；在这些学校中促进长期，互惠互利和多方面的伙伴关系；并为佐治亚理工学院的学生提供教学实习经验，这些经验将使他们的专业成长和随后的职业受益，无论是在学术界，工业或教育中。 加紧！从夏季培训计划开始的一年开始，在此期间，为研究员提供了教学法，课堂管理策略，探究学习以及其他教育理论和工具的指导，在此期间，研究员和教师共同制定了行动计划，详细介绍了最适合学校的需求的活动类型，以及人才，专业和个人欲望。 知识分子优点步骤！努力建立可以超越初始人员的大学学校合作伙伴关系的成功模型，这些人员可以随着时间的流逝而维持，并认识到每个学校的需求以及每个大学生和教职员工的才能都是独一无二的。 这些加紧！佐治亚理工学院（Georgia Tech）是一项研究1技术机构的伙伴关系，以及大多数绝大多数非裔美国人的高中。 该项目旨在在工作是互惠互利的情况下建立真正的合作伙伴关系，因此没有大学的预设课程或内容指令。 由公共政策学院成员进行的一系列案例研究的项目评估将绘制合作活动的发展或灭亡，与学生和老师的互动的有效性，项目制度化的有效性以及计划对多个参与者的长期影响。更广泛的冲击步骤！以多种方式解决劳动力发展。 1）它提供了STEM和社会科学毕业生和本科生教授实习机会，并预期的结果是提高其教学，领导能力和沟通技巧，同时鼓励教育终生的职业目标。 2）它为主要代表性不足的少数群体提供的高中生提供了导师，榜样，内容专家和大学的访问。 3）它为教师提供充满活力的课堂援助，这对教室最重要，与大学社区及其可以提供的资源有独特的联系。 曲目1的结果 - 初始项目的成立是为了为研究生，合作伙伴的高中和老师以及大学提供福利。 总体而言，我们有57％的研究生是少数族裔学生，在佐治亚理工学院的所有STEM研究生中，他们的百分比远远超过了他们的百分比。 该项目为公民领导提供了正式制裁的机制。 到目前为止，最初两年的三名研究员已经担任助理教授，三个在工业中担任研究职位，其中一名已成为一名高中数学老师。 所有人都说他们致力于继续在职业生涯中继续进行K-12外展活动。 项目评估工作已经确定了学术内容精通，教学兴趣，学术效率，专业技能以及演示和出版物领域的研究员的积极成果。 合作的老师和管理人员提到了诸如向课堂注入新鲜能量的好处，接触尖端研究的价值以及内容的最终用途，引入教育的机会，获得材料，供应，设备和研究经验的访问，乔治亚理工学院的材料，供应，设备和研究经验，使学生能够为学生提供其他成就的能力，从而使学生能够了解一些事实，从而使人们了解一些事实，从而使这一事实以及一定的能力，以及一定的进程，以及一项事实，以及一项事实，以及一项事实，以及一项事实，以及一定的进步，这些过程及其在事实上，以及一定的能力，这些能力是事实，以及一项进一步的事实，并将其付诸实践。研究员作为榜样，导师和啦啦队的角色。 该大学已经在制度化两个非常积极的计划的过程中获得了学位：与地区高中建立互惠互利的伙伴关系，并为上层本科生和研究生教授实习机会。