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

研究员将通过实习与几个不同的K-12学校，为弱势儿童旋转。谁曾在JHU参与研究或谁是美国原住民数学科学合作伙伴关系的参与者硕士教师将与研究员合作：发展教学技能，教不同学习风格的儿童;提高地区教师的内容知识;并促进基于前沿研究的标准对齐内容的创建。每个项目将侧重于环境工程和地理（EEG）的主题，包括地质学，水文学，生态学，地貌学，环境化学，人为因素（人类活动与环境变化之间的关系）。研究员将把每个项目：（1）与标准，如美国科学促进会的项目2061，生态系统中的物质流;。(2)关注全球气候变化和生态系统保护等紧迫的社会问题;以及（3）身体限制的学生对材料的使用。智力价值在于有可能促进我们对正式大学K-12伙伴关系如何通过向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）内容来改善教学和学习的理解。一个由杰出的科学家，未来的STEM教师，领先的K-12教师和教育专家组成的团队将作为团队工作，使用引人入胜的EEG内容和教学法来克服障碍，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期的学校、缺乏为身体残疾学生提供的住宿设施以及资源稀缺，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更广泛的影响，这些教师准备提供跨越STEM学科的先进、多学科和多背景材料。一名独立评估员将收集资料，并报告使用脑电活动和教学材料来提高有不同需要的处境不利学生的学业成绩的可行性的结果。

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.