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。机构：Rutgers University， New Brunswick, NJ PI/Co-PI: Kathleen Scott， PI；Michael Carr, Jolie Cizewski, Warren Crown， Joseph Rosenstein每年奖学金人数（研究生vs本科生）：8名研究生/4名本科生学区合作伙伴：South Brunswick Township Public Schools；普莱恩菲尔德公立学校；皮斯卡塔韦乡镇学校；老桥镇公立学校；该项目的目标受众（K-12年级）：6-9年级设置：城市，郊区国家科学基金会支持的学科涉及：数学，物理科学，生物学，计算机与信息科学，工程学，地球科学，环境科学叙述：这个轨道II GK12项目建立在我们最初的项目的经验和成就的基础上，在大学和当地学区建立和支持学习社区。它将当地学区的教师和管理人员与罗格斯大学（Rutgers University）的研究员（研究生和高级本科生）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，他们共同努力提高学校课程，开发新的动手科学和数学活动。每个团队与合作伙伴团队共享活动。为期两周的暑期学院提供训练，包括团队建设活动、团队目标的发展、研究员的教学法训练、教师接触科学和数学的新材料，以及准备基于标准的实践活动。在整个学年中，这些团队共同努力，加强现有课程，并开发创新的实践活动。研究员与他们的伙伴团队合作开发和展示活动。教师的专业发展是在罗格斯大学每学期的暑期学院提供的，由学校的研究员提供。罗格斯大学科学巴士计划（Rutgers Science Bus Program）是研究员们展示他们最具创新性活动的地方，该计划与该项目相结合，加强了GK12项目成果的传播，并使新泽西州研究生的参与制度化。在整个项目中，通过对团队组合、焦点小组和调查的分析来评价每一项活动。智力优势：该项目通过以学生为中心的课堂体验，完善的教师和研究员合作培训方法，以及基于GK12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：研究生和本科生正在提高他们的教学和沟通技巧，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，在那里他们可以建立他们的GK12经验。随着教师对STEM的兴趣和知识的增加，他们对这些学科的当前趋势也越来越了解。中学生，包括来自贫困家庭的城市学生，正在体验科学和数学的兴奋和相关性，并逐渐熟悉这些领域的就业机会。创新的动手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。这个项目的结果将通过研究生参与科学巴士计划在全州范围内传播。第一阶段的重要成果：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，每年将当代数学和科学的兴奋带到中学教室。学区的数量从一年级的4个增加到三年级的7个。该项目开发并实施了成功招募STEM研究生、本科生和教师的方法。项目设计纳入了暑期学院的培训项目，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，最终形成了团队的第一学年活动。该项目还制定了有效的策略，让二年级研究生以加强项目的方式承担领导角色。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介绍与他们的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建议。在学年计划中，所有团队有效地合作开展活动，加强了学校的课程，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。学校的团队活动提高了同学们的教学技巧和协作能力。教师们报告说，他们的内容知识有所增加，并继续使用团队开发的活动。该项目部分由生物科学理事会提供资金支持。

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.