K-12 Project-Based Learning Partnership Program

这个轨道2，GK-12项目建立在现有的关系和基础设施，在以前的GK-12项目，以进一步发展和制度化的项目为基础的学习（PBL）的方法与九个学区在北方纽约沿着与教师合作从圣劳伦斯大学。该项目将产生广泛的影响，K-12学生，教师，研究员，教师顾问和机构将从两所大学和九个学区之间的伙伴关系中受益。预计学生将对STEM学科产生更大的兴趣和能力;教师将重新燃起热情，并采用新的方法以综合和PBL方法教授STEM;研究员将显著提高教学和沟通技能;大学教师将拥有设施和资源，将K-12 PBL推广纳入自己的研究项目。 该项目中包括的学校包括一个拥有非常高的人口（57%）的美洲原住民和内城学校，其中有相当大比例（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成果评估计划，将生成和传播分析PBL方法在较低级别的好处的数据，从而更好地理解满足国家对STEM扫盲的需求所需的适当教学方法，并增加进入这些职业的人数。先前项目的成果：自1999年开始实施GK-12项目以来，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，与现有的纽约州科学标准协调。 其他20名教师参加了各种相关讲习班。 该计划有31%的资金女性研究生研究员的比例，而全国平均水平约为15%的妇女在工程研究生课程。 所有13名本科生研究员和13名研究生研究员中的12名都按时毕业。 已制定并试行符合纽约州学习标准的关于蛭石堆肥和固体废物回收的单元。 标题：轨道2，GK-12基于项目的学习伙伴关系计划官员 审查机构：克拉克森大学和圣劳伦斯大学PI/Co-PI：Susan E. Powers（PI）、Peter Turner和Esther Oey（共同PI）合作学区：纽约州北方的9个学区每年研究员人数：7名研究生和7名高级本科生（年级）目标受众：小学和高中项目设置：农村NSF支持的学科：工程，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