Track 2, GK-12: Project Fulcrum: Phase II

项目标题：Track 2，GK-12：Project Fulcrum阶段2机构：内布拉斯加州大学林肯分校(UNL)绩效指标/共同绩效指标：Diandra Leslie-Pelecky，Gayle Buck，Barbara Jacobson，Roger Kirby，Suzanne Kirby研究员数量/年：毕业生：9年1，8年2&amp；3，5年4&amp；本科：4学区合作伙伴：林肯公立学校(LPS)目标受众：初中和高小学(4-8年级)环境：UrbanNSF支持的学科：生物测量学、化学、计算机科学、地球科学、数学/统计学、材料科学和物理。每个项目支点(PF)研究生伙伴与一位首席教师谁促进研究员成为全校的资源。其他活动包括建立科学方法模型、开发材料以增加学生的探究体验、在大学、教师和学校之间建立联系、促进榜样活动和充当内容资源。本科生与研究生一起为高危学生开展课外数学和科学活动。暑期准备项目使用案例研究和团队建设练习来建立和加强合作伙伴关系。持续支持包括每周一次的教师和研究员小组会议和每月的全体人员会议。智力优势：研究型大学如何支持STEM教师参与K-12教育的现实模式被开发出来。作为科学和数学教育综合基础设施的一部分，支点项目活动已制度化。制度化战略包括：通过数学、科学和计算机教育中心使支点项目成果和材料适应其他教育项目；STEM部门通过研究生助教奖学金支持研究员；继续支持和扩大一个基于网络的资源数据库；为研究生举办专业发展研讨会并使之制度化；为在职教师举办讲习班并使之制度化。评估使用网络数据库收集参与者的数据，包括日记、观察、前后调查和活动日志。广泛影响：第二阶段建立在第一阶段英语学习者、社会经济地位较低的学生和代表不足的少数群体学习态度和效率改善的基础上，并将努力扩展到行为和学习障碍学生。通过讲习班和出版物传播在有多个高危群体的班级中被证明有效的战略。研究员对学生对科学家的刻板印象的影响进行了评估，重点是来自代表性不足群体的学生。根据这些结果，开展了全区在职讲习班，以解决学生对科学和数学的态度，以及如何为学生提供各种榜样。第一轨道：研究员一致表示，他们打算继续参与K-12教育。教师与研究员合作的需求大大增加。该大学与林肯公立学校之间的关系已大大加强，并开始开展新的合作，以加强教师专业发展活动。教师们喜欢成为专注于数学和科学教学的专业社区的一部分。一批科学家，包括学生，也有相当数量的STEM教职员工，已经成为与研究员一起工作的志愿者核心的一部分。该项目部分得到了数学和物理科学局的资金支持。

Title of Project: Track 2, GK-12: Project Fulcrum Phase 2Institution: University of Nebraska-Lincoln (UNL)PIs/co-PIs: Diandra Leslie-Pelecky , Gayle Buck, Barbara Jacobson, Roger Kirby, Suzanne KirbyNumber of Fellows/year: Graduate: 9 yr 1, 8 yr 2&3, 5 yr 4 &5; Undergraduate: 4School District Partner: Lincoln Public Schools (LPS)Target Audience: Middle and Upper Elementary Level (grades 4-8)Setting: UrbanNSF supported disciplines: biometry, chemistry, computer science, geosciences, mathematics/statistics, materials science, and physics. Narrative Description: Each Project Fulcrum (PF) Graduate Fellow partners with a Lead teacher who facilitates the Fellow becoming a school-wide resource. Fellow activities include modeling the scientific method, developing materials to increase inquiry experiences for students, building links between the university, teachers and schools, facilitating role-model activities and serving as content resources. Undergraduates work with Graduate Fellows to develop after-school math and science activities for at-risk students. A summer preparation program uses case study and team-building exercises to establish and strengthen partnerships. Continuing support consists of weekly group meetings of teachers and Fellows and monthly All-Hands meetings.Intellectual merit: A realistic model for how research universities can support the participation of STEM faculty in K-12 education is developed. Project Fulcrum activities are institutionalized as part of a comprehensive infrastructure for science and math education. Strategies for institutionalization include adapting Project Fulcrum outcomes and materials to other education projects through the Center for Math, Science and Computer Education, STEM departments supporting Fellows through graduate teaching assistantships, continuing support and expansion of a web-based resource database, UNL institutionalization of professional development seminars for graduate students, and the development and institutionalization of in-service workshops for LPS teachers. Evaluation uses a web database to collect data from participants, including journals, observations, pre- and post-surveys and activity logs.Broader impacts: Phase II builds upon Phase I improvements in the learning attitudes and efficacies of English Language Learners, low socio-economic status students and underrepresented minorities, and extends efforts to behavior- and learning- disabled students. Strategies proven effective in classes with multiple at-risk groups are disseminated through workshops and publications. The effects of Fellows on student stereotypes of scientists are evaluated with an emphasis on students from underrepresented groups. District-wide in-service workshops, informed by these results, are developed to address student attitudes toward science and math, and how to provide students with a diverse range of role models.The outcomes of Track I: Fellows unanimously indicate that they intend to continue involvement with K-12 education. There is greatly increased demand from teachers to work with Fellows. The relationship between the University and Lincoln Public Schools has been considerably strengthened and new collaborations to enhance teacher professional development activities are beginning. Teachers appreciate being part of a professional community focusing on math and science teaching. A cadre of scientists, including students, but also a significant number of STEM faculty, has become part of a volunteer core working with the Fellows. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences.