Track 2 GK-12: STEP Up!

第 2 轨 GK-12：加油！

• 批准号: 0338261
• 负责人: Donna Llewellyn
• 金额: $ 200万
• 依托单位: Georgia Tech Research Corporation
• 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: 2004-03-01 至 2011-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338261&HistoricalAwards=false
• 关键词: Track; GK; 12; STEP; Up

Title of Project: STEP Up! Institution: Georgia Institute of Technology PI/Co-PI: Donna C. Llewellyn/Marion C. Usselman Number of Fellows/year: 12 Graduate and 6-12 Undergraduate School District Partners: DeKalb County School System, Fulton County Schools, Marietta City Schools, Rockdale County Public Schools Target Audience: High School Setting: Urban and Suburban NSF Supported Disciplines: Science, Math, Technology, Pre-engineering, Social Sciences Narrative Summary: The Georgia Tech Student and Teacher Enhancement Partnership (STEP) GK-12 program was initiated in 2001 and will be continued through the next five years as the STEP Up! program. STEP Up! partners Georgia Tech graduate and undergraduate students with teams of teachers at six metro-Atlanta high schools per year with three primary goals: To use the unique talents and energies of the Georgia Tech students to help address the pressing needs at the schools; to promote long-term, mutually beneficial, and multi-faceted partnerships at these schools; and to provide the Georgia Tech students with a teaching internship experience that will benefit their professional growth and subsequent career, whether in academia, industry, or education. STEP Up! begins the year with a summer training program during which the Fellows are provided with instruction on pedagogy, classroom management strategies, inquiry learning, and other educational theory and tools, and during which Fellows and teachers jointly create action plans that detail the types of activities that best fit the needs of the school and the talents and professional and personal desires of the Fellows. Intellectual Merit-STEP Up! strives to build successful models of university-school partnerships that can transcend the initial personnel, that can be sustained over time, and that recognize that the needs of each school and the talents of each university student and faculty member are unique. These STEP Up! partnerships are between Georgia Tech, a Research 1 technical institution, and high schools that are mostly overwhelmingly African American. The project aims to form true partnerships where the work is mutually beneficial, therefore there are no preset curricular or content directives from the university. The project evaluation, conducted by members of the faculty in the School of Public Policy as a series of case studies, will map the development, or demise, of the partnering activities, the effectiveness of the Fellow interactions with students and teachers, the effectiveness of the project institutionalization, and the long-term impact of the program on the multiple participants. Broader Impact-STEP Up! addresses workforce development in multiple ways. 1) It provides STEM and social science graduate and undergraduate students Teaching Internship opportunities, with the anticipated outcome of improving their pedagogical, leadership, and communication skills while encouraging a life-long career goal of educational outreach. 2) It provides high school students, from primarily under-represented minority groups, with mentors, role models, content experts, and access to the university. 3) It provides teachers with energetic classroom assistance in whatever realm is most important to that classroom, and a unique connection with the university community and the resources that it can provide. Outcomes from Track 1- The initial project was set up to provide benefits to the graduate students, the partnering high schools and teachers, and the university. Overall, 57% of our graduate fellows have been minority students, far surpassing their percentage among all STEM graduate students at Georgia Tech. This project has provided a mechanism for civic leadership with official sanction. So far, three of the fellows from the first two years have taken jobs as assistant professors, three are in research positions in industry, and one has become a high school mathematics teacher. All have stated their commitment to continuing with K-12 outreach in their professional careers. The project assessment effort has determined positive outcomes for the fellows in the areas of academic content mastery, teaching interests, academic efficiency, professional skills, and presentations and publications. The partnering teachers and administrators have mentioned benefits such as the injection of fresh energy into the classroom, the value of exposure to cutting edge research and the end-purpose of the content, the introduction of educational enrichment opportunities, the access to materials, supplies, equipment, and research experiences at Georgia Tech, the ability of the fellows to transform the students' understanding of science from a bunch of facts to a process, the additional time that the fellows provide for teachers to do other necessary things, and the roles of the fellows as role models, mentors, and cheerleaders. The university has gained in the journey towards institutionalizing two very positive programs: mutually beneficial partnerships with area high schools and teaching internship opportunities for upper level undergraduate and graduate students.

项目名称： 站起来！院校：佐治亚理工学院 PI/Co-PI：Donna C. Llewellyn/Marion C. Usselman 每年研究员人数：12 名研究生和 6-12 名本科生 学区合作伙伴：迪卡尔布县学校系统、富尔顿县学校、玛丽埃塔市学校、罗克代尔县公立学校 目标受众：高中 环境：城市和郊区 NSF 支持的学科：科学、数学、技术、预科工程、社会学 科学叙述摘要：佐治亚理工学院学生和教师增强合作伙伴关系 (STEP) GK-12 计划于 2001 年启动，并将在未来五年内继续作为 STEP Up！程序。 加紧！每年与佐治亚理工学院的研究生和本科生以及亚特兰大都会高中的六所高中的教师团队合作，实现三个主要目标： 利用佐治亚理工学院学生的独特才能和精力来帮助解决学校的紧迫需求；促进这些学校之间的长期、互利和多方面的伙伴关系；为佐治亚理工学院的学生提供教学实习经验，这将有利于他们的专业成长和随后的职业生涯，无论是在学术界、工业界还是教育界。 加紧！年初，我们将举办夏季培训计划，在此期间，研究员将接受有关教学法、课堂管理策略、探究学习以及其他教育理论和工具的指导，在此期间，研究员和教师共同制定行动计划，详细说明最适合学校需求以及研究员的才能、专业和个人愿望的活动类型。 智力优势-STEP Up！努力建立成功的大学与学校合作伙伴关系模式，这种合作伙伴关系可以超越最初的人员，可以随着时间的推移而持续，并认识到每所学校的需求以及每个大学生和教职员工的才能都是独一无二的。 这些加强！佐治亚理工学院是一家研究型技术机构，它与绝大多数非裔美国人的高中之间存在合作关系。 该项目旨在建立真正的合作伙伴关系，使工作互惠互利，因此大学没有预设的课程或内容指令。 项目评估由公共政策学院的教职员工以一系列案例研究的形式进行，将描绘合作活动的发展或终止、研究员与学生和教师互动的有效性、项目制度化的有效性以及该计划对多个参与者的长期影响。更广泛的影响——STEP Up！以多种方式解决劳动力发展问题。 1) 它为 STEM 和社会科学研究生和本科生提供教学实习机会，预期结果是提高他们的教学、领导和沟通技能，同时鼓励教育推广的终身职业目标。 2) 它为主要来自代表性不足的少数群体的高中生提供导师、榜样、内容专家以及进入大学的机会。 3) 它为教师在对课堂最重要的任何领域提供积极的课堂帮助，并与大学社区及其可提供的资源建立独特的联系。 第 1 轨道的成果 - 最初的项目旨在为研究生、合作高中和教师以及大学提供福利。 总体而言，我们 57% 的研究生是少数族裔学生，远远超过其在佐治亚理工学院所有 STEM 研究生中的比例。 该项目提供了一种得到官方认可的公民领导机制。 到目前为止，前两年的研究员中已有三人担任助理教授，三人在工业界担任研究职务，一人成为高中数学老师。 所有人都表示将致力于在其职业生涯中继续开展 K-12 外展活动。 项目评估工作在学术内容掌握、教学兴趣、学术效率、专业技能、演讲和出版物等方面为研究员确定了积极的成果。 合作教师和管理人员提到了一些好处，例如为课堂注入新鲜活力，接触前沿研究和内容的最终目的的价值，引入教育丰富机会，获得佐治亚理工学院的材料、用品、设备和研究经验，研究员将学生对科学的理解从一堆事实转变为一个过程的能力，研究员为教师提供额外的时间来做其他必要的事情，以及 研究员作为榜样、导师和啦啦队长的角色。 该大学在将两个非常积极的项目制度化的过程中取得了进展：与地区高中的互利伙伴关系以及为高年级本科生和研究生提供实习机会。