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

项目名称：研究员在农村中学整合科学/数学机构：得克萨斯A M大学系统健康科学中心，学院站，TXPI/共同PI：拉里约翰逊，（PI）;詹姆斯Kracht; W.R.克莱姆;文森特·卡森;拉杰什米兰达; James Lindner合作学区：布莱恩、学院站、赫恩、伊奥拉、芒福德、纳瓦索塔、北祖奇、斯努克和萨默维尔，以及远程学习社区中的其他75所农村学校资金：150万美元（共3年）研究员人数/年：12名研究生和5名高级本科生目标受众：中学（6-8年级）设置：农村NSF支持的学科涉及：科学，技术，工程和数学叙述：本项目旨在：1）开发和实施一种机制，以丰富研究生教育; 2）提高知识和技能的研究员的教育推广; 3）提高研究员对农村，地理上孤立的学生的需求和机会的认识;和4）提高教师在STEM方面的知识和理解。 在概况讲习班之后，研究员与教师合作，充当榜样，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更远的学校传达研究和发现的兴奋，激发学生对科学、技术、工程和数学的兴趣。 基本上，大学教师和研究员与中学教师一起，正在开发和实施STEM的日常课堂活动，使用材料，如同伴综合课程（http：peer.tamu.edu），已经由现有的联邦资助的外展项目开发。提高他们的沟通和教学技能，提高他们对K-12教育的兴趣，并获得更多的公共和高等教育之间存在的合作机会的赞赏。教师通过专业发展研讨会和与研究员的合作获得STEM知识和技能。此外，由于农村环境，一些通常与大学资源有些隔离的教师正在发现可用于访问大学STEM教师和课程的机制。 通过课程资源和引入的参与活动，农村公立学校中年级学生正在经历丰富的STEM体验式学习。更广泛的影响：农村学校，因为他们的孤立，传统上是由大学推广计划不足。 此外，目标学校中少数民族学生比例偏低。 对项目成果进行详细研究，并通过在会议上的介绍和网站进行广泛传播，将使其他人了解该项目作为其他项目模式的潜力。该项目得到生物科学局资金的部分支持。

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.