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

项目名称：通过教育伙伴关系建立科学和数学学习社区。 Track II 机构：罗格斯大学，新泽西州新不伦瑞克 PI/Co-PI：Kathleen Scott，PI； Michael Carr、Jolie Cizewski、Warren Crown、Joseph Rosenstein 每年研究员人数（研究生与本科生）：8 名研究生/4 名本科生 学区合作伙伴：南不伦瑞克镇公立学校；普兰菲尔德公立学校；皮斯卡塔维镇学校；老桥镇公立学校；爱迪生镇公立学校 项目目标受众（K-12 年级）：6-9 年级 环境：城市、郊区 NSF 支持的学科涉及：数学、物理科学、生物学、计算机与信息科学、工程、地球科学、环境科学 叙述：该 Track II GK12 计划建立在我们初始计划的经验和成就的基础上，旨在在大学和当地学区之间建立和支持学习社区。它与当地学区的教师和管理人员以及罗格斯大学研究员（研究生和高年级本科生）以及科学、数学、工程和技术领域的教师合作。 每个学校团队由一名罗格斯大学 STEM 研究生和两到三名中学教师组成，他们共同努力改进学校课程并开发新的实践科学和数学活动。每个团队与合作伙伴团队共享活动。培训在为期两周的暑期学院中提供，包括团队建设活动、制定团队目标、研究员教学法培训、教师接触科学和数学新材料以及准备基于标准的实践活动。在整个学年中，团队共同努力增强现有课程并开发创新的实践活动。研究员与合作伙伴团队合作开发和展示活动。罗格斯大学每学期的暑期学院期间都会由学校的研究员提供教师专业发展课程。罗格斯大学科学巴士计划是研究员展示他们最具创新性的活动的地方，该计划与该项目相结合，加强了 GK12 计划成果的传播，并将新泽西州学校研究生的参与制度化。通过对团队组合、焦点小组和调查的分析，在整个项目中对每项活动进行评估。智力优势：该项目通过以学生为中心的课堂体验、改进教师和研究员协作培训方法以及开发基于 GK12 活动的研究生水平教学课程，加强了对中学生 STEM 学科的指导。 更广泛的影响：研究生和本科生正在提高他们的教学和沟通技巧，学习如何作为团队成员工作，并将为未来的职业做好更好的准备，在他们的 GK12 经验的基础上继续发展。随着教师对 STEM 的兴趣和知识的增加，他们越来越了解这些学科的当前趋势。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传播。第一轨的重大成果：每年共有 27 名研究生、17 名本科生和 45 名教师组成 9 个团队，将当代数学和科学的精彩带入中学课堂。 学区数量从第一年的四个扩展到第三年的七个。该计划制定并实施了成功招募 STEM 研究生和本科生及教师加入该计划的方法。该项目设计纳入了暑期学院培训项目，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，最终开发了团队的第一个学年活动。 该计划还制定了有效的策略，让二年级研究生发挥领导作用，以加强该计划。 经验丰富的研究员在暑期学院和学年后续会议上向其他参与者展示了与团队老师一起开发的活动，并根据他们在学校的经验为新研究员提供了建议。在学年计划中，所有团队有效地合作开展活动，增强了学校的课程设置，将数学和科学与现实生活应用联系起来，并积极影响了中学生对数学和科学的态度。 学校的团队活动增强了同学们的教学技巧和协作能力。 教师们表示，他们的内容知识有所增加，并继续使用团队开发的活动。 该项目的部分资金来自生物科学理事会。

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.