Track 2 GK-12: STEP Up!

项目名称： 站起来！机构： 格鲁吉亚理工学院PI/Co-PI： 唐娜角Llewellyn/Marion C. Usselman研究员人数/年：12名研究生和6-12名本科生学区合作伙伴：DeKalb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：高中设置：城市和郊区NSF支持的学科：科学，数学，技术，预工程，社会科学叙述摘要：该格鲁吉亚技术学生和教师增强伙伴关系（步骤）GK-12计划于2001年启动，并将继续通过未来五年的步骤了！程序. 站起来！合作伙伴格鲁吉亚理工学院的研究生和本科生与教师团队在六个大都会亚特兰大高中每年有三个主要目标：使用格鲁吉亚理工学院学生的独特才能和精力，以帮助解决学校的迫切需求;促进长期，互利，在这些学校多方面的伙伴关系;并为格鲁吉亚理工学院的学生提供教学实习经验，无论是在学术界、工业界还是教育界，这都将有利于他们的专业成长和随后的职业生涯。 站起来！在这一年开始的暑期培训计划期间，研究员提供教学法，课堂管理策略，探究学习和其他教育理论和工具的指导，并在此期间，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的活动类型，以及研究员的才能和专业及个人愿望。 智力优势-努力建立成功的大学-学校伙伴关系模式，这种模式能够超越最初的人员，能够随着时间的推移而持续下去，并认识到每所学校的需要以及每个大学学生和教职员工的才能都是独特的。 这些步骤了！合作伙伴关系是在格鲁吉亚理工学院，一个研究1技术机构，和高中，主要是绝大多数非洲裔美国人之间。 该项目旨在形成真正的合作伙伴关系，其中的工作是互惠互利的，因此没有预设的课程或内容的大学指令。 该项目评估，由教师在公共政策学院进行的一系列案例研究，将映射的发展，或消亡，合作活动，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。更广泛的影响力-迈步向前！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)它为来自主要代表性不足的少数群体的高中生提供导师，榜样，内容专家和进入大学的机会。 3)它为教师提供了充满活力的课堂援助，无论是在任何领域是最重要的课堂，并与大学社区和它可以提供的资源的独特连接。 轨道1的成果-最初的项目是为了向研究生、合作高中和教师以及大学提供好处而设立的。 总体而言，我们的研究生研究员中有57%是少数民族学生，远远超过了他们在格鲁吉亚理工学院所有STEM研究生中的比例。 该项目为民间领导提供了一个得到官方认可的机制。 到目前为止，前两年的研究员中有三人担任助理教授，三人在工业界担任研究职位，一人成为高中数学教师。 所有人都表示，他们致力于在职业生涯中继续与K-12外联。 项目评估工作确定了研究员在学术内容掌握、教学兴趣、学术效率、专业技能以及演讲和出版物方面的积极成果。 合作的教师和管理人员提到的好处，如注入新的能源到课堂上，接触尖端研究的价值和内容的最终目的，教育丰富的机会，获得材料，用品，设备和研究经验在格鲁吉亚技术，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，研究员为教师提供的额外时间来做其他必要的事情，以及研究员作为榜样、导师和啦啦队员的角色。 该大学在实现两个非常积极的项目制度化的过程中取得了进展：与地区高中建立互利的伙伴关系，为高水平的本科生和研究生提供教学实习机会。

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.