Graduate Teaching Fellows Enhancing STEM Education in South Carolina Schools

研究生教学人员加强南卡罗来纳州学校的 STEM 教育

• 批准号: 0440568
• 负责人: Jed Lyons
• 金额: $ 200万
• 依托单位: University South Carolina Research Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-03-15 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0440568&HistoricalAwards=false
• 关键词: Graduate; Teaching; Fellows; Enhancing; STEM

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.

这个项目将一个成功的GK-12项目从最初专注于解决工程问题扩展到一个跨校园的项目，在所有STEM学科中以真实的探究为更广泛的主题。这个制度化的项目被称为探究伙伴项目(项目PI)，因为它通过STEM研究生和3-8年级教师之间的合作伙伴关系，将探究作为一种教学方法来促进。GK-12研究员及其机构同行(PI研究员)与科学和数学教师合作，发展研究员的教学技能，促进教师获得STEM内容，并丰富K-12学生。学习STEM的概念和应用。Track 2项目反映了里奇兰县第一和第二学区、三所南加州大学学院(工程和信息技术、科学和数学以及教育)、研究生院、研究室、信息技术办公室和南加州大学高等教育委员会之间独特的合作伙伴关系。合作伙伴为该项目贡献了90多万美元的成本份额，并计划在第二轨道赠款之外每年提供100,000美元，以支持STEM学生在K-12学校工作，并促进GK-12的目标。在南加州大学，GK-12的制度化将通过研究生院管理PI奖学金、由新成立的教学中心管理PI项目以及采用为STEM学生准备GK-12活动的学位学分研究生课程(800级)来实现。该项目的智力价值包括一种创新的基于探究的学习周期方法，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。其他主要计划内容包括GK-12务虚会、800级、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他们的学科知识帮助实施和发展课程。将进行研究，以确定哪些因素有助于成功的伙伴关系，以及研究生的学科和教师的年级作业在多大程度上影响伙伴关系的有效性。更广泛的影响反映在目标学校的性质上，其中包括目前在STEM中代表性不足的群体中的大量学生。GK-12活动将通过制度化课程工作(包括K-12教学)和对PI研究员的机构支持，纳入研究生方案。第一轨道的结果评估告诉我们，参加GK-12的研究生更了解K-12教育面临的问题，并将在离开大学后继续参与K-12教育。理工科和数学系学生的加入拓宽了我们课程跨学科的范围，扩大了3-8年级课程的覆盖面，并丰富了研究生的经验。将通过南加州大学项目评估办公室进行定性和定量的评估和研究，以评估项目结果。