SSC: Metekukukiah Pemaenakuaq-Keepers of the Forest

SSC：Metekukukiah Pemaenakuaq-森林守护者

• 批准号: 9553289
• 负责人: Jerilyn Grignon
• 金额: $ 5.54万
• 依托单位: College of the Menominee Nation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-08-01 至 1997-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9553289&HistoricalAwards=false
• 关键词: SSC; Metekukukiah; Pemaenakuaq; Keepers; Forest

Metekukukiah Pemaenakuaq--Keepers of the Forest Summer Science Camp--proposes an experiential field-based approach to studying mathematics and science. The six-week camp builds-in camper mentorships during the school year that provides a supportive network for 7th, 8th, and 9th grade students. In order to measure desired outcomes, career pipeline indicators will be used (positive experiences producing interest, encouragement, and enrollment in appropriate mathematics and science coursework) so that students enter post-secondary institutions and begin their careers in mathematics and science-related fields. Within the summer camp program, students will experience mathematics and science in the context of forestry--they will learn about the Annual Allowable Cut that is used in determining the amount of timber harvested, and the measurements that are used to calculate it. Students will learn to make these measurements themselves including DBH (diameter-at-breast-height), volume, and height. During their research projects, students will be using measurements of tree diameter, height, and basal area either in the comparison of forestry tools, or in the change of the measured plots over time. Mentoring systems are created during the camp session where students and adults (forestry professionals and elder in the community who have valuable experience and knowledge regarding the forest, traditions, and necessity of sharing that knowledge) meet, and discuss sustained yield forestry principles and its application to global sustained development. Follow-up activities after the camp include: Menominee Tribal Enterprise mill tours where cooperating teachers have students conduct career interviews; trips to the Menominee Logging Museum where the museum curator conducts "hands-on" experiences using technology from the past; scheduled visits to the College of Menominee to hear speakers within the field of forestry; visits to larger campuses that offer bachelor's degree s in forestry (student work on computers in the library where information is obtained electronically); participation in career day with focus enthusiasm and vigor; conduct presentations using their own written pieces about research projects, using graphs and charts to provide basis for decision-making about forestry practices; and cooperate in project evaluation and students assessment activities. Evaluations are on-going and two-fold. First of all, the project activities planned will be evaluated by an external evaluator to monitor program activities--effectiveness of planning meetings, recruitment and retention strategies, camp activities, and follow- up activities in student's own school in the community, on college campuses, or in the forest. Second, student assessment will entail how students feel about the project in terms of its usefulness and how it builds their self-confidence to enter the educational pipeline via activity (experience), coursework, and career planning. Students will be monitored regarding school attendance, enrollment in mathematics and science coursework, advanced mathematics and science coursework, keeping tabs on oneself to seek as much career information as they can (contacts and trips), and providing information via public presentations. In the long run, students can monitor their own improved sense of usefulness and self-confidence in mathematics and science because of planned entrance and exit interviews. Furthermore, they can build positive experience during the camp and later with the mentorship systems that provide a supportive network. For monitoring the success of the program beyond and outside evaluator's report, project staff-- guided by pertinent timelines--will have opportunities to adjust plans through continuous meetings, but will know what outcomes have been achieved through actual presentations made by the students. The staff will also be involved in various dissemination activities to share knowledge gained fr om participation in this program. ***

Metekukukiah Pemaenakuaq-森林夏季科学营的守护者-提出了一种基于经验的实地方法来学习数学和科学。 为期六周的夏令营在学年期间建立了露营者辅导，为7年级，8年级和9年级的学生提供支持网络。 为了衡量预期成果，将使用职业管道指标（产生兴趣、鼓励和参加适当数学和科学课程的积极经验），以便学生进入中学后机构，开始他们在数学和科学相关领域的职业生涯。 在夏令营项目中，学生们将体验林业方面的数学和科学--他们将学习用于确定木材采伐量的年度允许采伐量，以及用于计算木材采伐量的测量方法。学生们将学习自己进行这些测量，包括胸径（胸高直径），体积和高度。 在他们的研究项目中，学生将使用树木直径，高度和断面积的测量，无论是在林业工具的比较，或随着时间的推移测量地块的变化。 辅导系统是在营会期间创建的，学生和成人（社区中的林业专业人员和老年人，他们在森林、传统以及分享这些知识的必要性方面拥有宝贵的经验和知识）聚集在一起，讨论持续收获林业原则及其应用全球可持续发展。 夏令营后的后续活动包括：参观梅诺米尼部落企业图尔斯合作教师让学生进行职业面试;参观梅诺米尼伐木博物馆，博物馆馆长利用过去的技术进行“动手”体验;预定参观梅诺米尼学院，听取林业领域的发言者发言;参观提供林业学士学位的较大校园（学生在图书馆的电脑上工作，那里的信息是通过电子方式获得的）;以专注的热情和活力参加职业日;使用自己撰写的有关研究项目的文章进行演示，使用图表为林业实践决策提供依据;并配合项目评估和学生评估活动。 评价是持续进行的，而且是双重的。 首先，计划的项目活动将由外部评估员进行评估，以监测项目活动-规划会议的有效性、招募和保留战略、营地活动以及在学生自己的学校、社区、大学校园或森林中的后续活动。 其次，学生评估将涉及学生如何看待项目的有用性，以及如何通过活动（经验），课程和职业规划建立他们进入教育管道的自信心。 学生将被监控有关学校出勤率，入学数学和科学课程，高等数学和科学课程，密切关注自己寻求尽可能多的职业信息，因为他们可以（接触和旅行），并通过公开演讲提供信息。 从长远来看，学生可以监测自己的有用性和自信心的提高，因为计划的入学和退出面试的数学和科学。 此外，他们可以在营地期间以及后来通过提供支持网络的导师制度积累积极的经验。 为了在评估人员报告之外监测项目的成功，项目工作人员在相关时间表的指导下，将有机会通过连续会议调整计划，但会通过学生的实际演示了解取得了哪些成果。 工作人员还将参与各种传播活动，分享从参与该计划中获得的知识。 ***