Graduate Teaching Fellows Enhancing STEM Education in South Carolina Schools

研究生教学人员加强南卡罗来纳州学校的 STEM 教育

• 批准号: 0440568
• 负责人: Jed Lyons
• 金额: $ 200万
• 依托单位: University South Carolina Research Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-03-15 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0440568&HistoricalAwards=false
• 关键词: Graduate; Teaching; Fellows; Enhancing; STEM

This project expands a successful GK-12 program that was originally focused on engineering problem solving to a cross-campus program with the broader theme of authentic inquiry in all STEM disciplines. The institutionalized program is called the Project Partners in Inquiry (Project Pi) because it promotes inquiry as an instructional approach through partnerships between STEM graduate students and grade 3-8 teachers. GK-12 Fellows and their institutional counterparts (Pi Fellows) partner with science and mathematics teachers to develop the teaching skills of the Fellows, foster STEM content gain among teachers, and enrich K-12 students. learning of STEM concepts and applications. The Track 2 project reflects a unique partnership between Richland County School Districts I and II, three USC Colleges (Engineering and Information Technology, Science and Mathematics, and Education), the Graduate School, Office of Research, Office of Information Technology, and the SC Commission on Higher Education. The partners are contributing over $900,000 in cost share to this project, and plan to provide $100,000 per year beyond the Track 2 grant to support STEM students to work in K-12 schools and further the goals of GK-12. Institutionalization of GK-12 at USC will occur though the administration of Pi Fellowships by the Graduate School, the management of the Pi Project by the newly established Center for Teaching and Learning, and the adoption of a degree-credit graduate course (GRAD 800) that prepares STEM students for GK-12 activities.The Intellectual Merit of this project includes an innovative inquiry-based learning cycle approach that enables Fellows and teachers to use inquiry in instruction. Fellows and Teacher Partners also learn cooperatively from one another. Other major program elements include the GK-12 Retreat, GRAD 800, the GK-12 Spring Seminar, and the GK-12 Institute for Teachers. The project is designed so that Fellows can help implement and develop lessons based on their disciplinary knowledge. Research will be conducted to determine what factors contribute to successful partnerships and on the extent to which the graduate student.s discipline and the teacher.s grade level assignment affect the partnership.s effectiveness. Broader impacts are reflected in the nature of the targeted schools, which include large numbers ofstudents in groups currently underrepresented in STEM. GK-12 activities will be integrated intograduate programs by institutionalizing coursework that includes K-12 teaching and by institutional support for Pi Fellows. Outcomes assessment from Track 1 tells us that graduate students that participate in GK-12 better understand the issues facing K-12 education and will continue to be involved in K-12 after leaving the University. The addition of science and mathematics students to the engineering student base broadens our programs interdisciplinary focus, allows for more coverage of the grades 3-8 curricula, and enriches the graduate student experience. Qualitative and quantitative evaluation and research will be conducted through the USC Office of Program Evaluation to assess program outcomes.

该项目扩展了一个成功的GK-12计划，该计划最初专注于工程问题解决问题，以在所有STEM学科中具有更广泛的探究主题为跨校园计划。制度化计划被称为询问项目合作伙伴（项目PI），因为它通过STEM研究生和3-8年级教师之间的合作伙伴关系促进了作为教学方法的调查。 GK-12研究员及其机构同行（PI Fellows）与科学和数学老师合作，​​以发展研究员的教学技能，促进教师的STEM内容增长以及丰富的K-12学生。学习STEM概念和应用。曲目2项目反映了Richland县学区I和II，三所USC学院（工程和信息技术，科学与数学以及教育），研究生院，研究人员研究院，信息技术办公室，信息技术办公室和SC高等教育委员会之间的独特合作伙伴关系。合作伙伴为该项目贡献了超过900,000美元的成本份额，并计划每年提供100,000美元以外的曲目2赠款，以支持STEM学生在K-12学校工作，并进一步推动GK-12的目标。尽管研究生院的PI奖学金，新成立的教学中心对PI项目的管理以及通过学位学位的研究生课程（GRHAGE 800），该项目为GK-12的活动做好准备。研究员和教师伙伴也互相合作学习。其他主要的计划元素包括GK-12务虚会，GRAD 800，GK-12春季研讨会和GK-12教师研究所。该项目的设计使研究员可以根据他们的学科知识来帮助实施和开发课程。将进行研究，以确定哪些因素有助于成功的伙伴关系，以及研究生的学科和教师的成绩分配影响伙伴关系的有效性。有针对性学校的性质反映出更广泛的影响，其中包括目前在STEM中人数不足的小组中的大量成员。 GK-12的活动将通过包括K-12教学和对PI Fellows的机构支持在内的课程进行制度化，通过使Intograduite计划进行整合。曲目1的结果评估告诉我们，参加GK-12的研究生更好地了解K-12教育面临的问题，并在离开大学后将继续参与K-12。在工程学生基础上增加科学和数学学生可以扩大我们的课程跨学科的重点，可以更多地介绍3 - 8年级的课程，并丰富了研究生的经验。定性和定量评估和研究将通过USC计划评估办公室进行评估，以评估计划成果。