PPD/DP: Demonstration Project to Promote Opportunities in Science, Mathematics, and Engineering to Students with Disabilities

PPD/DP：为残疾学生提供科学、数学和工程机会的示范项目

• 批准号: 9800210
• 负责人: David Lovelock
• 金额: $ 45万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-07-01 至 2002-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9800210&HistoricalAwards=false
• 关键词: PPD; DP; Demonstration; Project; Promote

The goal of this three-year project is to create a model program that targets students with disabilities from middle school through graduate school to increase the number studying science, mathematics, engineering, and technology (SMET). The project will promote educational opportunities for SMET middle school, high school, and university students with physical disabilities through various approaches. To achieve both academic and professional success, these individuals will require the removal of architectural, technological, and societal barriers that presently exist. This project has the following objectives: To increase the proportion of the middle school students with physical disabilities throughout Arizona who will pursue SMET subjects for college preparation when they become high school students. To increase the proportion of the high school students with physical disabilities who will pursue SMET subjects when they become college students. To increase the proportion of the college undergraduate students with physical disabilities who will pursue SMET subjects when they become graduate students to establish a mentoring and role model system between SMET middle and high school students, college students, and SMET professionals in industry and in education, all with physical disabilities. To educate school teachers and college faculty--particularly international faculty and teaching assistants--peers, co-workers, and parents, resulting in the elimination of stereotyping and the encouragement of self-esteem among students with disabilities. To assess existing SMET laboratories at the University of Arizona (UA) with a view to transforming them into barrier free environments allowing full access to all equipment contained therein. Their approach consists of eight interrelated components: 1. Middle/High School Student Outreach. This component is designed to increase the interest in SMET fields by middle and high school s tudents with disabilities. It is accomplished through mentoring by current UA SMET students with disabilities and faculty, who travel to schools throughout the state meeting with students. 2. Middle/High School Counselor/Teacher Training Workshops. UA will host workshops for school counselors and teachers focusing on strategies to encourage students with disabilities to pursue a career in a SMET field. The two -hour workshops will be conducted by UA SMET faculty and UA students who are physically disabled. 3. Encouragement grants. We will award 15 grants, of $ 1,500 each, through a competitive process to science/math teachers who attended the workshops for middle/high school teachers and counselors. These grants will encourage the design of projects to promote continued study in SMET among students with physical disabilities. 4. Summer Institute. This is a five-week long summer institute held at UA for 15 middle school students with physical disabilities. Topics will be drawn from Biology, Chemistry, Computer Science, Engineering, Mathematics, and Physics. 5. Mentoring Undergraduates. At UA, SMET graduate students with physical disabilities will mentor SMET undergraduates with physical disabilities. 6. Industry Outreach. We will establish contacts and match professionals with physical disabilities in industry and education with middle school, high school, undergraduate, and graduate students with disabilities. 7. Lab Facilities Survey. Assessments of existing UA SMET laboratory facilities will be performed and changes needed to make each laboratory barrier free will be specified. 8. Faculty Development Workshops. Workshops for UA faculty and Graduate Teaching Assistants will be held on disability awareness and alternative teaching methods.

这个为期三年的项目的目标是创建一个针对从中学到研究生院的残疾学生的示范方案，以增加学习科学、数学、工程和技术的人数。 该项目将通过各种方法，促进中小企业和技术学校中、高中和大学身体残疾学生的教育机会。 为了实现学术和专业上的成功，这些人将需要消除目前存在的建筑，技术和社会障碍。 该项目的目标如下：提高亚利桑那州身体残疾中学生在成为高中生后为准备上大学而学习SMET课程的比例。 提高身体残疾的高中生的比例， 当他们成为大学生时，他们会选择SMET课程。 提高普通高校残疾学生的比例 谁将追求SMET科目，当他们成为研究生，以建立一个 在中小企业和技术培训的初中和高中学生之间建立指导和榜样制度， 大学生，以及工业和教育界的中小型企业专业人员，所有这些人都有身体素质， 残疾。 教育学校教师和大学教师，特别是国际教师， 助教-同行，同事和家长，导致消除 在残疾学生中消除陈规定型观念和鼓励自尊。 评估亚利桑那大学现有的小型和微型电子技术实验室， 将其转变为无障碍环境，允许完全访问所有设备 其中， 他们的方法包括八个相互关联的组成部分：1。 初中/高中学生外展。 该部分旨在提高残疾中学生对SMET领域的兴趣。 这是通过目前的UA SMET残疾学生和教师的指导来完成的，他们前往全州的学校与学生会面。 2. 初中/高中辅导员/教师培训讲习班。 UA将为学校辅导员和教师举办研讨会，重点是鼓励残疾学生在SMET领域从事职业的战略。 两个小时的研讨会将由UA SMET教师和身体残疾的UA学生进行。 3. 鼓励赠款。 我们将通过竞争程序向参加初中/高中教师和辅导员讲习班的科学/数学教师提供15笔赠款，每笔1,500美元。 这些赠款将鼓励设计一些项目，以促进身体残疾学生继续修读中小企业教育。 4. 暑期学校。 这是一个为期五周的暑期研究所在UA举行的15名中学生身体残疾。 主题将从生物，化学，计算机科学，工程，数学和物理。 5. 指导本科生。 在UA，有身体残疾的SMET研究生将指导有身体残疾的SMET本科生。 6. 产业拓展。 我们将建立联系，并将工业和教育领域的身体残疾专业人员与初中、高中、本科和研究生中的残疾人相匹配。 7. 实验室设施调查。将对现有的UA SMET实验室设施进行评估，并指定使每个实验室无障碍所需的变更。 8. 教师发展研讨会。 将为UA教师和研究生助教举办关于残疾意识和替代教学方法的讲习班。