K-12 Project-Based Learning Partnership Program

第二阶段，GK-12项目建立在之前的GK-12项目中建立的现有关系和基础设施的基础上，与纽约北部的9个学区以及圣劳伦斯大学的教师合作，进一步发展和建立基于项目的学习（PBL）方法。该项目将产生更广泛的影响，K-12学生、教师、研究员、指导教师和机构将从两所大学和九个学区之间的合作关系中受益。预计学生将对STEM学科有更大的兴趣和能力；教师重新燃起热情，采用综合教学法和PBL教学法进行STEM教学；研究员的教学及沟通技巧须有显著改善；让大学教师有足够的设施和资源，将K-12 PBL的推广融入到他们自己的研究项目中。该项目涵盖的学校包括一所人口非常多（57%）的美洲原住民学校和一所内城学校，其中很大比例（50%）的学生来自目前在科学领域代表性不足的群体。该提案的部分智力价值在于，通过广泛的评估和纵向结果评估项目，将生成和传播用于分析较低水平PBL方法的好处的数据，从而更好地理解满足全国所有人对STEM素养的需求所需的合适的教学方法，以及进入这些职业的人数的增加。该项目得到工程局的部分支持。先前项目的结果：自1999年最初的GK-12项目开始以来，26名研究员主要与来自4个不同学区的11名教师合作，帮助将基于问题的学习引入课堂，并与纽约州现有的科学标准相协调。另有20名教师参加了各种相关的讲习班。该项目资助女性研究生的比例为31%，而全国工程研究生项目中女性的平均比例约为15%。所有13名本科生和13名研究生中的12名都按时毕业。已经开发和试点测试了与纽约州学习标准相匹配的处理蛭石堆肥和固体废物回收的模块。题目：Track 2， GK-12基于项目的学习伙伴关系项目官员审查机构：克拉克森大学和圣劳伦斯大学i /Co-PI: Susan E. Powers (PI)， Peter Turner和Esther Oey （Co-PI）合作学区：纽约北部的9个学区每年研究员人数：7名研究生和7名高级本科生（1年级，然后更少）目标受众：主要是初中和一些高中项目设置：农村nsf支持学科：工程学、数学和物理科学、生物科学

This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project to further develop and institutional the Project-Based Learning (PBL) approach with nine school districts in northern New York along with faculty collaboration from St. Lawrence University. This project will lead to extensive broader impacts, with K-12 students, teachers, Fellows, faculty advisors and institutions benefiting from the partnership between both universities and the nine school districts involved. It is anticipated that students will have a greater interest and competence in STEM disciplines; teachers to have renewed enthusiasm and new approaches for teaching STEM in an integrated and PBL approach; Fellows to have significantly improved teaching and communications skills; and college faculty to have the facility and resources to integrate K-12 PBL outreach into their own research projects. The schools included within this project include one with a very high population (57%) of Native Americans and inner city schools with a significant proportion (50%) of students from groups currently underrepresented in the sciences.Part of the intellectual merit of the proposal is that through the extensive evaluation and longitudinal outcomes assessments program included, data to analyze the benefits of the PBL approach at lower levels will be generated and disseminated, leading to a better understanding of suitable pedagogical approaches required to meet the national need for STEM literacy among all and increased numbers entering these professions. This project is receiving partial support from the Directorate for Engineering.Results from Prior Project: Since the initial GK-12 project began in 1999, 26 Fellows have worked primarily with 11 teachers from 4 separate school districts helping to introduce Problem Based Learning into the classroom in coordination with existing New York State science standards. Twenty other teachers have been involved in a variety of related workshops. The program has a 31% rate of funding female graduate Fellows versus a national average of approximately 15% women in engineering graduate program. All 13 undergraduate Fellows and 12 of the 13 graduate Fellows have graduated on time. Modules, matched to New York State Learning Standards, dealing with vermiculite composting and solid waste recycling have been developed and pilot tested. Title: Track 2, GK-12 Project-Based Learning Partnership Program Officer Review Institution: Clarkson University with St. Lawrence UniversityPI/Co-PI: Susan E. Powers (PI), Peter Turner and Esther Oey (co-PIs)Partner School Districts: 9 school districts in northern New YorkNumber of Fellows per Year: 7 graduate students and 7 advanced undergraduate students (yr. 1, then fewer)Target Audience: Primarily middle school with some high school projectsSetting: RuralNSF Supported Disciplines: Engineering, mathematics and physical sciences, biological sciences