Reach for the Sky: Integrating technology into STEM outcomes for American Indian Youth

触及天空：将技术融入美国印第安青年的 STEM 成果

• 批准号: 0737565
• 负责人: Gillian Roehrig
• 金额: $ 89.92万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0737565&HistoricalAwards=false
• 关键词: Reach; Sky; Integrating; technology; into

This proposal addresses the need to make science, technology, engineering, and mathematics (STEM) education, and information technology (IT) more culturally relevant for Anishinabe youths on the White Earth Reservation (WER). The objectives of the project are to improve youths? skills, knowledge, and interests in STEM and IT fields. Teachers and staffs from targeted schools, professors from tribal colleges and local universities, community elders, and out-of-school staffs will participate in the project?s activities. The project will engage 60 middle, high, and out-of-school youths, nine teachers, and six other staff persons in 140 contact hours of summer and academic year activities through the Reach for the Sky (RFTS) project.Intellectual merit. The PI has prior experience working with STEM and IT at the K-12 level. The project uses cultural relevant activities and games as the foundation for the proposed workplan. The workplan builds on a nine-year mathematics and science effort on the WER. The STEM content focuses on mechanical and electrical energy, weather and energy, and bio-energy. The STEM content focus is directly linked to a major need for alternative energy on the reservation and allows youths to help find solutions to the increasing demand for energy. Youths will work with the 21st Century Grant and the Land Recovery Project at WER to engage in STEM-related activities and explore alternative ways to produce energy through three energy-related initiatives: harnessing wind energy, collecting solar energy, and using bio-fuels. The IT component allows youths to use multimedia, web-based formats, and perform computer graphics to complete projects. Youths will create video and other multimedia presentations, participate in video streaming, share products and experimental data, develop interactive WIKI projects, and learn about web designing. They will also use webcasts and podcasts to communicate with their peers and other project participants. For example, VideoPoint Capture technology is a format that will allow youths to collect and analyze data and develop skills in multimedia through the transfer of video onto web-based environments, simple video editing, and computational graphical analysis. During the academic year, college and university professors, elders, and members from the advisory board will visit schools to follow-up on summer projects in real class settings and after school activities to help ensure a seamless school, after school, and summer school learning continuum. Broader impacts. The search for alternative sources of energy could significantly advance knowledge in this area for the targeted community, other reservations, and the nation. Key partners include WER, White Earth Tribal College, WER Tribal Elders, 21st Century Grant project staff, and three colleges from the University of Minnesota-Twin Cities (College of Education and Human Development, College of Food, Agricultural and Natural Resources, and the Institute of Technology). Business partners (e.g. the Land Recovery Project at White Earth and Industrial Art and Design in Minneapolis) will also support RFTS activities. These partners will participate in most of the project?s activities including festivals, games, and annual powwows. Evaluation is based on a mixed-method design to allow for the collection of both quantitative and qualitative data about the impacts of using a community-based approach to solving energy-related problems on the WER. Results and findings from formative and summative data will be shared at various meetings and conferences, through online outlets, and peer-reviewed journals. An advisory board will help with project implementation and dissemination. Parents will participate through festivals, games, completion of project activities, and in other project-related activities endorsed by the elders. RFTS lends itself to high probability of sustainability based on the intent to immerse youths in discovery-oriented, research-based activities that are relevant to their lives.

该提案解决了使科学、技术、工程和数学 (STEM) 教育以及信息技术 (IT) 与白地球保留地 (WER) 的 Anishinabe 年轻人更具文化相关性的需求。 该项目的目标是提高青少年？ STEM 和 IT 领域的技能、知识和兴趣。 目标学校的教师和工作人员、部落学院和当地大学的教授、社区长者以及校外工作人员将参加该项目的活动。该项目将通过“触及天空”(RFTS) 项目吸引 60 名初中、高中和校外青少年、9 名教师和 6 名其他工作人员参加 140 个接触小时的夏季和学年活动。智力价值。 PI 拥有 K-12 级别的 STEM 和 IT 工作经验。 该项目利用文化相关活动和游戏作为拟议工作计划的基础。 该工作计划建立在 WER 九年数学和科学努力的基础上。 STEM 内容侧重于机械和电能、天气和能源以及生物能源。 STEM 内容重点与保留地对替代能源的主要需求直接相关，并允许年轻人帮助寻找解决方案来满足不断增长的能源需求。 青少年将与 21 世纪补助金和 WER 的土地恢复项目合作，参与与 STEM 相关的活动，并通过三项与能源相关的举措探索生产能源的替代方法：利用风能、收集太阳能和使用生物燃料。 IT 部分允许青少年使用多媒体、基于网络的格式并执行计算机图形来完成项目。 青少年将制作视频和其他多媒体演示、参与视频流、分享产品和实验数据、开发交互式 WIKI 项目以及学习网页设计。 他们还将使用网络广播和播客与同行和其他项目参与者进行交流。 例如，VideoPoint Capture 技术是一种格式，允许青少年通过将视频传输到基于网络的环境、简单的视频编辑和计算图形分析来收集和分析数据并培养多媒体技能。 在学年期间，学院和大学的教授、长辈和顾问委员会成员将访问学校，跟进真实课堂环境中的暑期项目和课后活动，以帮助确保无缝的校内、课外和暑期学校学习连续体。更广泛的影响。 寻找替代能源可以极大地提高目标社区、其他保留地和国家在这一领域的知识。 主要合作伙伴包括 WER、White Earth Tribal College、WER Tribal Elders、21st Century Grant 项目工作人员以及明尼苏达大学双城分校的三个学院（教育与人类发展学院、食品、农业与自然资源学院和技术学院）。 商业合作伙伴（例如 White Earth 的土地恢复项目和明尼阿波利斯的工业艺术与设计）也将支持 RFTS 活动。这些合作伙伴将参加该项目的大部分活动，包括节日、游戏和年度仪式。评估基于混合方法设计，以便收集有关使用基于社区的方法解决 WER 能源相关问题的影响的定量和定性数据。 形成性和总结性数据的结果和发现将通过在线渠道和同行评审期刊在各种会议和大会上共享。 顾问委员会将帮助项目实施和传播。 家长将通过节日、游戏、完成项目活动以及长辈认可的其他与项目相关的活动来参与。 RFTS 旨在让年轻人沉浸在与他们的生活相关的、以发现为导向、以研究为基础的活动中，因此具有很高的可持续性。