Track 1, GK-12: Broader Impact from Graduate Students Transferring Engineering Principles (BIGSTEP) to K-12 Education

研究员将轮流在几所不同的为弱势儿童服务的K-12学校实习。曾参与JHU研究或目前参与美洲原住民数学科学伙伴关系的硕士教师将与研究员合作：发展教学技能，教授不同学习风格的儿童；增强地区教师的教学知识；并促进根据前沿研究创建符合标准的内容。每个项目将侧重于环境工程和地理学(EEG)的主题，包括地质学、水文学、生态学、地貌学、环境化学、人类因素(人类活动与环境变化之间的关系)。研究员们将把每个项目联系起来：(1)与标准相关，例如美国科学促进会的2061年项目，生态系统中的物质流动；(2)涉及全球气候变化和生态系统保护等引人注目的社会问题；(3)涉及身体有缺陷的学生对材料的利用。知识的价值在于有可能促进我们对大学与K-12的正式伙伴关系如何通过向具有广泛学习风格的传统上处于不利地位的K-12学生提供具有挑战性和相关的科学、技术、工程和数学(STEM)内容来改善教与学的理解。一个由杰出的科学家、未来的STEM教师、顶尖的K-12教师和教育专家组成的团队将合作，利用引人入胜的脑电内容和教学方法来克服障碍，例如：学生。不稳定的学习环境、由于教育政策转变而处于过渡阶段的课程、身体残疾学生缺乏住宿以及资源匮乏。将通过开发可持续的K-12课程和由教师部署的实验室模块来实现广泛的影响，以提供跨越STEM学科的高级、多学科和多背景的材料。一名独立的评估者将收集信息并报告使用脑电活动和教学材料来提高具有不同需求的弱势学生的学习成绩的可行性。

Fellows will rotate through an internship with several distinct K-12 schools that serve disadvantaged children. Master Teachers who have been involved in research at JHU or who are currently participants in a Native American Math Science Partnership will work with the Fellows: to develop pedagogical skills to teach children with different learning styles; to enhance the content knowledge of district teachers; and to facilitate the creation of standards aligned content based on cutting-edge research. Each project will focus on topics from Environmental Engineering and Geography (EEG), including geology, hydrology, ecology, geomorphology, environmental chemistry, human factors (relations between human activities and environmental change). The Fellows will relate each project: (1) to standards, such as the American Association for the Advancement of Science.s Project 2061, Flow of Matter in Ecosystems;. (2) to compelling social issues as global climate change, and preservation of ecosystems; and (3) to the utilization of materials by students with physical limitations. The intellectual merit lies in the potential to advance our understanding of how formal university-K-12 partnerships can improve teaching and learning by delivering challenging and relevant science, technology, engineering and mathematics (STEM) content to traditionally disadvantaged K- 12 students with a wide range of learning styles. A team of eminent scientists, future STEM faculty, leading K-12 teachers, and education experts will work as teams to use engaging EEG content and pedagogy to overcome barriers such as: students. unstable learning environments, curriculums that are in transition due to educational policy shifts, the lack of accommodations for students with physical disabilities, and the scarcity of resources.Broader impact will be achieved through the development of sustainable K-12 curriculum and laboratory modules deployed by teachers prepared to deliver advanced, multi-disciplinary, and multi-contextual material spanning the STEM disciplines. An independent evaluator will gather information and report the findings on the feasibility of using EEG activities and instructional materials to improve the academic achievement of disadvantaged students with diverse needs.