Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS)

轨道 2 GK-12：协作推进 (CATTS) 中的教学、技术和科学

• 批准号: 0338247
• 负责人: James Knight
• 金额: $ 199.98万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338247&HistoricalAwards=false
• 关键词: Track; GK; 12; Collaborative; Advance

PROJECT SUMMARY Title: Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS) Institution: The University of Arizona; PI/co-PIs: S. Seraphin, M. Hall-Wallace, J. Knight, S. Pompea, J. Watkins Max. Number of Fellows/year: 9 graduate on grant; 9 undergraduate on funds from partners; 15 through Certificate in College Teaching Program Teachers/year: 10, yrs 1-3; 4, yrs 4-5School District Partners: Tucson Unified, Amphitheater, Sunnyside, and Flowing Wells Target Audience: all grades K-12Setting: Urban school districts having 56% - 100% minority enrollment NSF supported disciplines involved: all STEM disciplines Intellectual Merit: This project develops new methods and models of graduate education with an emphasis on teaching and outreach and will provide data concerning how teacher-scientist partnerships develop, evolve, and impact teaching and learning. The project creates: (1) opportunities for teachers to work with fellows outside the classroom on team building and professional development; (2) a culture at the university that supports and promotes education and outreach training; and (3) program sustainability by weaving CATTS into the institutional fabric of the university and partner school districts. Activities and policies implemented to develop strong partnerships between the GK-12 Fellows and teachers, the cornerstone of the initial GK-12 program, are based on an analysis of the following sources from the current project: journal writings, surveys, interviews and classroom observations of Fellows and teachers. This Track 2 project includes a new partner, a program recently inaugurated at the university, the Certificate in College Teaching, and adds a new dimension to the current evaluation efforts, examination of the impact of CATTS on the attitudes and activities of university faculty, with an emphasis on the Research Advisors of the Fellows. The new certificate program provides university students with the opportunity to develop their college level teaching, mentoring and outreach skills and will provide institutional support for maintenance of CATTS. The research focus on faculty reflects lessons learned from the first four years experience; a key to the process of establishing the value of outreach in a research-oriented university is to involve, as much as possible, the wide spectrum of STEM faculty who work with the Fellows. Broader Impacts: The project broadens participation of underrepresented groups, both in the schools served and the Fellows recruited. Partner schools serve an ethnically (from 56-100% minority) and economically (from 56-80% receiving free or reduced lunches) diverse group of students, including a Native American charter school. Over 20% of the Fellows classify themselves as belonging to racial or ethnic minorities; while only 1-4% of the STEM students at the university are so classified. Outcomes from Track 1: There have been benefits for Fellows, teachers and university personnel. All-former Fellows indicate they plan to continue their collaborations with schools in their professional careers, and many are already doing so. Of those who have graduated, two have taken academic jobs in science departments that include responsibilities for teacher preparation and both cite their experience in CATTS as critical for gaining the job. More than 80% of the 90 teachers participating in CATTS report increases in their use of inquiry and the amount of science they teach in their classroom. Informal and formal follow-up indicates they are doing so. The new curriculum and teaching techniques adapted educational materials created through as many as twelve different NSF projects at the University of Arizona. The project provided the infrastructure needed to involve a select group of faculty in outreach for the first time (approximately 30% of the faculty sponsors) and changed the attitudes of a number of research-

议题2 GK-12：协同推进CATTS教学、技术和科学机构：亚利桑那大学；PI/co-PI: S. Seraphin， M. Hall-Wallace， J. Knight， S. Pompea， J. Watkins Max。研究员人数/年：9名获得资助的毕业生；9名接受合作伙伴资助的本科生；15名教师/年：10名，1-3年级；4、4-5年级学区合作伙伴：Tucson Unified， Amphitheater， Sunnyside和Flowing Wells目标受众：所有年级k -12设置：城市学区少数族裔入学率56% - 100% NSF支持学科：所有STEM学科智力优势：该项目开发了研究生教育的新方法和模式，重点是教学和推广，并将提供有关教师-科学家伙伴关系如何发展、演变和影响教学和学习的数据。该项目创造了：(1)教师有机会在课堂外与同事一起进行团队建设和专业发展；(2)支持和促进教育和外展培训的大学文化；(3)通过将CATTS纳入大学和合作学区的制度结构来实现项目的可持续性。为在GK-12研究员和教师之间建立强有力的伙伴关系而实施的活动和政策是初始GK-12项目的基石，这些活动和政策是基于对当前项目中以下来源的分析：期刊文章、调查、访谈和研究员和教师的课堂观察。第二轨道项目包括一个新的合作伙伴，一个最近在大学启动的项目，大学教学证书，并为当前的评估工作增加了一个新的维度，检查CATTS对大学教师的态度和活动的影响，重点是研究员的研究顾问。新的证书项目为大学生提供了发展大学水平教学、指导和拓展技能的机会，并将为CATTS的维护提供机构支持。对教师的研究重点反映了从前四年的经验中吸取的教训；在研究型大学中建立外展价值的关键是尽可能多地让与研究员一起工作的广泛的STEM教师参与进来。更广泛的影响：该项目扩大了未被充分代表的群体的参与，无论是在服务的学校还是在招募的研究员中。合作学校为种族（56% -100%为少数民族）和经济（56% -80%为免费或减少午餐）不同的学生群体提供服务，其中包括一所美洲原住民特许学校。超过20%的研究员认为自己属于少数种族或少数民族；而在这所大学里，只有1% -4%的STEM学生被分类。第一阶段的成果：对研究员、教师和大学人员都有好处。所有前研究员都表示，他们计划在职业生涯中继续与学校合作，许多人已经在这样做了。在这些毕业的学生中，有两人在理系从事学术工作，其中包括为教师做准备的责任，两人都认为他们在CATTS的经验对获得这份工作至关重要。在参与CATTS的90名教师中，超过80%的人报告说，他们在课堂上使用探究和教授科学的数量都有所增加。非正式和正式的后续行动表明他们正在这样做。新的课程和教学技术改编了由亚利桑那大学十二个不同的国家科学基金会项目创建的教育材料。该项目提供了必要的基础设施，使一组选定的教师首次参与外展活动（约占教师赞助者的30%），并改变了许多研究的态度