Track 2, GK-12: Building a Learning Community in Science and Mathematics through Educational Patnerships

项目名称：通过建立一个科学和数学学习社区 教育伙伴关系。第二轨道机构：罗格斯大学，新玩法，新泽西主要研究者/共同主要研究者：Kathleen Scott，主要研究者; Michael卡尔，Jolie Cizewski，Warren Crown，Joseph Rosenstein（研究生与本科生）：8个研究生/4个本科生学区合作伙伴：南布伦瑞克镇公立学校;普莱恩菲尔德公立学校;皮斯卡特维镇学校;老桥镇公立学校;爱迪生镇公立学校项目的目标受众（K-12年级）：6-9年级设置：城市，郊区NSF支持的学科涉及：数学，物理科学，生物学，计算机信息科学，工程学，地球科学，环境科学叙述&：这个轨道II GK 12计划建立在我们最初计划的经验和成就的基础上，以建立和支持大学和当地学区之间的学习社区。它与罗格斯大学研究员（研究生和高级本科生）以及科学、数学、工程和技术方面的教师和管理人员合作。 学校团队，每个由罗格斯大学STEM研究生和两个或三个中学教师组成，共同努力，以提高他们的学校课程和开发新的动手科学和数学活动。每个团队与一个合作伙伴团队分享活动。在为期两周的暑期研究所提供培训，其中包括团队建设活动，制定团队目标，培训研究员的教学法，接触新的科学和数学材料的教师，并准备一个基于标准的动手活动。在整个学年中，团队共同努力，以加强现有的课程和开发创新的实践活动。研究员与他们的合作伙伴团队合作开发和展示活动。教师的专业发展是在夏季研究所提供的，每学期在罗格斯大学，并在学校的研究员。罗格斯大学科学巴士计划，研究员展示他们最具创新性的活动，是与这个项目相结合，加强了这个GK 12计划的结果的传播，并制度化的研究生参与新泽西学校。在整个项目期间，通过分析团队组合、重点小组和调查，对每项活动进行评价。智力优势：该项目通过以学生为中心的课堂体验，培训教师和研究员协同工作的改进方法，以及基于GK 12活动的研究生水平教学课程的开发，加强了中学生在STEM学科的教学。 更广泛的影响：研究生和本科生研究员正在提高他们的教学和沟通技能，学习作为团队成员工作，并将为未来的职业生涯做好更好的准备，他们可以在GK 12经验的基础上再接再厉。教师们越来越了解这些学科的当前趋势，因为他们增加了对STEM的兴趣和知识。中学生，包括来自弱势背景的城市学生，正在体验科学和数学的兴奋和相关性，并熟悉这些领域的职业机会。创新实践探究方法的建模正在成为每所学校数学和科学课程的一部分。 该项目的结果将通过参与科学巴士计划的研究生在全州范围内传播。第一轨道的重大成果：每年共有27名研究生研究员，17名本科生研究员和45名教师组成9个团队，将当代数学和科学的兴奋带到中学课堂。 学区的数量从一年级的四个扩大到三年级的七个。 该计划开发并实施了成功招募STEM研究生和本科生以及教师加入该计划的方法。该计划的设计纳入了暑期学院培训计划，其中包括一系列独特的团队建设活动和研讨会，为团队在学校的工作做好准备，并最终制定了团队的第一学年活动。 该计划还制定了有效的战略，让第二年的研究生研究员承担领导作用的方式，加强了该计划。 有经验的研究员在暑期研究所和学年后续会议上向其他参与者介绍了与他们的团队教师一起制定的活动，并根据他们在学校的经验向新研究员提供咨询。在学年计划中，所有的团队有效地合作开发活动，提高他们学校的课程，相关的数学和科学的真实的生活应用，并积极影响中学生对数学和科学的态度。 学校的团队活动提高了研究员的教学技能和协作能力。 教师们报告说，他们的内容知识有所增加，并继续使用该小组开发的活动。 该项目得到生物科学局资金的部分支持。

Title of Project: Building a Learning Community in Science and Mathematics through Educational Partnerships . Track II Institution: Rutgers University, New Brunswick, NJ PI/Co-PI: Kathleen Scott, PI; Michael Carr, Jolie Cizewski, Warren Crown, Joseph Rosenstein Number of Fellows per year (graduate vs. undergraduate): 8 graduate/4 undergraduate School District Partners: South Brunswick Township Public Schools; Public Schools of Plainfield; Piscataway Township Schools; Old Bridge Township Public Schools; Edison Township Public Schools Target Audience of the project (K-12 grade-band): grades 6-9 Setting: urban, suburban NSF supported disciplines involved: Mathematics, Physical Sciences, Biology, Computer & Information Sciences, Engineering, Geosciences, Environmental Sciences Narrative: This Track II GK12 program builds upon the experiences and achievements of our initial program to establish and support learning communities among the university and local school districts. It partners teachers and administrators from local school districts with Rutgers University Fellows (graduate students and advanced undergraduate students) and faculty in science, mathematics, engineering and technology. School teams, each comprised of a Rutgers University STEM graduate student and two or three middle school teachers, work together to enhance their school curriculum and develop new hands-on science and mathematics activities. Each team shares activities with a partner team. Training is provided in a two-week Summer Institute that includes team-building activities, development of team goals, training in pedagogy for the Fellows, exposure to new material in science and mathematics for the teachers, and preparation of a standards-based hands-on activity. Throughout the academic year, the teams work together to enhance existing curricula and develop innovative hands-on activities. Fellows collaborate on developing and presenting activities with their partner teams. Professional development of teachers is offered during the Summer Institute, each semester at Rutgers, and by the fellows in the schools. The Rutgers Science Bus Program, where fellows showcase their most innovative activities, is integrated with this project, enhances the dissemination of the results of this GK12 program, and institutionalizes the involvement of graduate students in New Jersey schools. Each of these activities is being evaluated throughout the project by analysis of team portfolios, focus groups and surveys. Intellectual Merits: This project is resulting in enhanced instruction of middle school students in STEM disciplines through student-centered classroom experiences, refined methods of training teachers and fellows to work collaboratively, and development of a graduate level teaching course based on GK12 activities. Broader Impacts: The graduate and undergraduate fellows are enhancing their teaching and communication skills, learning to work as members of a team, and will be better prepared for future careers where they can build on their GK12 experiences. Teachers are becoming knowledgeable about current trends in these disciplines as they increase their interest in and knowledge about STEM. Middle school students, including urban students from disadvantaged backgrounds, are experiencing the excitement and relevance of science and mathematics, and becoming familiar with career opportunities in these fields. The modeling of innovative hands-on inquiry methods is becoming a part of each school's mathematics and science program. The results of this project will be disseminated across the state by graduate student involvement in the Science Bus Program. Significant Outcomes from Track I: A total of twenty-seven graduate fellows, seventeen undergraduate fellows, and forty-five teachers formed nine teams each year to bring the excitement of contemporary mathematics and science to middle school classrooms. The number of school districts expanded from four in Year 1 to seven in Year 3. This program developed and implemented methods to successfully recruit STEM graduate and undergraduate students and teachers into the program. The program design incorporated a Summer Institute training program, which included a unique series of team building activities and workshops that prepared teams for their work in the schools, culminating with the development of the team's first academic year activity. The program also developed effective strategies for having second-year Graduate Fellows assume a leadership role in ways that strengthened the program. Experienced fellows presented activities developed with their team teachers to other participants at the Summer Institute and at academic year follow up meetings, as well as advising new fellows based on their experiences in the schools. During the academic year program, all of the teams effectively collaborated in developing activities that enhanced the curriculum of their school, related mathematics and science to real life applications, and positively affected middle school student attitudes toward mathematics and science. The team activities in the school enhanced the teaching skills of the fellows and their ability to work collaboratively. Teachers reported increasing their content knowledge, and continue to use the activities developed by the team. This project is partially supported by funds from the Directorate for Biological Sciences.