Track 1, GK-12: Fellows Integrate Science/Math in Rural Middle Schools

项目标题：研究员在农村中学整合科学/数学机构：德克萨斯州A&A&M大学系统健康科学中心，大学站，TXPI/联合PI：Larry Johnson，(PI)；James Kracht；W.R.Klemm；Vincent Cassone；Rajesh Miranda；James Lindner合作学区：布莱恩、大学站、赫恩、约拉、芒福德、纳瓦索塔、北祖尔奇、斯努克和萨默维尔，以及远程学习社区中的其他75所农村学校资助：1,500,000美元(为期3年)每年研究员数量：12名毕业生和5名高级本科生目标受众：中学(6-8年级)背景：RuralNSF支持的学科涉及：科学、技术、工程和数学描述：该项目旨在：1)发展和实施一种机制，以丰富研究生教育；2)增强研究员的知识和技能，用于教育推广；3)提高研究员对农村、地理上孤立的学生的需求和机会的欣赏；4)提高教师对STEM的认识和理解。在一次情况介绍讲习班之后，研究员与教师合作，通过在当地农村学校以及通过远程教育网络资源和区域专业发展讲习班，在较远的学校传达研究和发现的兴奋，作为榜样，激发学生对STEM的兴趣。基本上，大学教职员工和研究员与中学教师一起使用教材开发和实施STEM的日常课堂活动，例如已经由联邦政府资助的现有扩展项目开发的同行综合课程(http://peer.tamu.edu)，)：特定STEM学科的研究员的智力优势：提高他们的沟通和教学技能，增强他们对K-12教育的兴趣，并越来越多地认识到公共教育和高等教育之间存在的合作机会。教师正在通过专业发展讲习班和与研究员的合作获得STEM知识和技能。此外，一群通常由于农村环境而与大学资源隔绝的教师正在发现可用于接触大学STEM教员和课程的机制。通过引入课程资源和参与式活动，农村中学中年级学生在STEM体验了丰富的体验式学习。更广泛的影响：农村学校由于与世隔绝，传统上得不到大学外展计划的服务。此外，目标学校的少数族裔代表不足的比例很高。对项目成果进行详细研究，并通过在会议和网站上的陈述进行广泛传播，将使其他人了解该项目有可能成为其他项目的榜样。该项目部分得到了生物科学局的资金支持。

Project Title: Fellows Integrate Science/Math in Rural Middle SchoolsInstitution: Texas A&M University System Health Science Center, College Station, TXPI/Co-PI: Larry Johnson, (PI); James Kracht; W.R. Klemm; Vincent Cassone; Rajesh Miranda; James LindnerPartner School Districts: Bryan, College Station, Hearne, Iola, Mumford, Navasota, North Zulch, Snook, and Somerville, plus 75 other rural schools in a distant learning communityFunding: $1,500,000 (total for 3 years)Number of Fellows/year: 12 graduate and 5 advanced undergraduateTarget Audience: Middle school (grades 6-8)Setting: RuralNSF Supported Disciplines Involved: Science, technology, engineering, and mathematicsNarrative: This project is designed to: 1) develop and implement a mechanism to enrich graduate education; 2) enhance knowledge and skills of Fellows for educational outreach; 3) heighten Fellows appreciation of the needs and opportunities of rural, geographically-isolated students; and 4) improve teachers' knowledge and understanding in STEM. After an orientation workshop Fellows, in partnership with teachers, serve as role models and stimulate students' interest in STEM by conveying the excitement of research and discovery both in local rural schools and, through distance education web-based resources and regional professional development workshops, in more distant schools. Basically, university faculty and Fellows in combination with middle school teachers are developing and implementing day to day classroom activities in STEM using materials, such as the Peer Integrative Curriculum (http://peer.tamu.edu), already developed by existing federally-funded outreach projectsIntellectual Merit: Fellows in specific STEM disciplines are: improving their communication and teaching skills, enhancing their interest in K-12 education, and gaining an increased appreciation of the collaborative opportunities that exist between public and higher education. Teachers are gaining STEM knowledge and skills through professional development workshops and their work with the Fellows. In addition a set of teachers who are normally somewhat isolated from university resources due to their rural setting are discovering the mechanisms available to access university STEM faculty and programs. Middle grade rural public school students are experiencing enriched experiential learning in STEM through the curriculum resources and engaging activities introduced. Broader impacts: Rural schools, because of their isolation, are traditionally underserved by university outreach programs. In addition the schools targeted have a high percentage of under-represented minorities. A detailed study of project outcomes coupled with broad dissemination through presentation at meetings and a web site will inform others of the potential for this project as a model for others. This project is partially supported by funds from the Directorate for Biological Sciences.