Graduate Teaching Fellows Enhancing STEM Education in South Carolina Schools

该项目将最初专注于解决工程问题的成功的GK-12项目扩展为一个跨校园的项目，该项目具有更广泛的主题，即在所有STEM学科中进行真实的探究。这个制度化的项目被称为“探究项目伙伴”（Project Pi），因为它通过STEM研究生和3-8年级教师之间的合作，将探究作为一种教学方法来推广。GK-12研究员和他们的机构同行（Pi研究员）与科学和数学教师合作，发展研究员的教学技能，促进教师的STEM内容学习，并丰富K-12学生。学习STEM概念和应用。第二轨道项目反映了里奇兰县第一和第二学区、南加州大学三所学院（工程与信息技术、科学与数学、教育）、研究生院、研究办公室、信息技术办公室和南加州大学高等教育委员会之间的独特合作关系。合作伙伴将为该项目贡献超过90万美元的成本份额，并计划在第二轨道补助金之外每年提供10万美元，以支持STEM学生在K-12学校工作，并进一步实现K-12的目标。南加州大学将通过研究生院管理Pi奖学金，新成立的教学和学习中心管理Pi项目，以及采用学位学分研究生课程（GRAD 800）为STEM学生准备GK-12活动来实现k -12的制度化。这个项目的智力价值包括一个创新的基于探究的学习循环方法，使研究员和教师能够在教学中使用探究。研究员和教师伙伴也相互合作学习。其他主要项目包括GK-12静修、GRAD 800、GK-12春季研讨会和GK-12教师学院。该项目旨在使研究员能够根据其学科知识帮助实施和开发课程。将进行研究，以确定哪些因素有助于成功的伙伴关系，并在多大程度上研究生。纪律和老师。S年级水平分配影响伙伴关系。年代的有效性。更广泛的影响反映在目标学校的性质上，其中包括大量目前在STEM中代表性不足的群体的学生。GK-12活动将通过制度化的课程作业（包括K-12教学）和机构对Pi研究员的支持，整合到研究生项目中。Track 1的结果评估告诉我们，参与K-12的研究生更好地理解K-12教育面临的问题，并在离开大学后继续参与K-12教育。在工程学生基础上增加科学和数学学生拓宽了我们的课程跨学科重点，允许更多覆盖3-8年级的课程，并丰富了研究生的经验。定性和定量评估和研究将通过南加州大学项目评估办公室进行，以评估项目成果。

This project expands a successful GK-12 program that was originally focused on engineering problem solving to a cross-campus program with the broader theme of authentic inquiry in all STEM disciplines. The institutionalized program is called the Project Partners in Inquiry (Project Pi) because it promotes inquiry as an instructional approach through partnerships between STEM graduate students and grade 3-8 teachers. GK-12 Fellows and their institutional counterparts (Pi Fellows) partner with science and mathematics teachers to develop the teaching skills of the Fellows, foster STEM content gain among teachers, and enrich K-12 students. learning of STEM concepts and applications. The Track 2 project reflects a unique partnership between Richland County School Districts I and II, three USC Colleges (Engineering and Information Technology, Science and Mathematics, and Education), the Graduate School, Office of Research, Office of Information Technology, and the SC Commission on Higher Education. The partners are contributing over $900,000 in cost share to this project, and plan to provide $100,000 per year beyond the Track 2 grant to support STEM students to work in K-12 schools and further the goals of GK-12. Institutionalization of GK-12 at USC will occur though the administration of Pi Fellowships by the Graduate School, the management of the Pi Project by the newly established Center for Teaching and Learning, and the adoption of a degree-credit graduate course (GRAD 800) that prepares STEM students for GK-12 activities.The Intellectual Merit of this project includes an innovative inquiry-based learning cycle approach that enables Fellows and teachers to use inquiry in instruction. Fellows and Teacher Partners also learn cooperatively from one another. Other major program elements include the GK-12 Retreat, GRAD 800, the GK-12 Spring Seminar, and the GK-12 Institute for Teachers. The project is designed so that Fellows can help implement and develop lessons based on their disciplinary knowledge. Research will be conducted to determine what factors contribute to successful partnerships and on the extent to which the graduate student.s discipline and the teacher.s grade level assignment affect the partnership.s effectiveness. Broader impacts are reflected in the nature of the targeted schools, which include large numbers ofstudents in groups currently underrepresented in STEM. GK-12 activities will be integrated intograduate programs by institutionalizing coursework that includes K-12 teaching and by institutional support for Pi Fellows. Outcomes assessment from Track 1 tells us that graduate students that participate in GK-12 better understand the issues facing K-12 education and will continue to be involved in K-12 after leaving the University. The addition of science and mathematics students to the engineering student base broadens our programs interdisciplinary focus, allows for more coverage of the grades 3-8 curricula, and enriches the graduate student experience. Qualitative and quantitative evaluation and research will be conducted through the USC Office of Program Evaluation to assess program outcomes.