Track 2, GK-12: Human Impact Along the Front Range of Colorado

0440605北方科罗拉多大学（科罗拉多）、科罗拉多州立大学（科罗拉多州立大学）、韦尔德县第6学区和普德雷学区第2轨道奖正在开发、维持和制度化其目前的GK-12项目，题为“沿着科罗拉多前沿山脉的人类影响”。 智力优势：该项目利用快速的区域增长及其对土地利用、气候和生物多样性的影响，整合了科学和数学内容标准。 该项目将K-12教学，教师专业发展和研究生教育与STEM研究联系起来，使K-12教师和学生了解当前的研究，研究生和本科生研究员了解K-12教室和教学。该项目支持24名研究生和10名本科生研究员。 该项目有三个目标。 目标1：交付并完善GK-12计划。该项目形成了由K-12教师，GK-12研究员，K-12学生和研究人员组成的教学研究团队，全年互动。在夏季，教师，研究员和学生一起工作的研究。 在学年期间，研究员在教室里与教师一起工作。教学和研究研讨会和座谈会举行，以熟悉K-12文化（由教师领导）的研究人员和研究员，并与研究文化（由研究人员和研究员领导）的教师。 教师和研究员建立了长期的校园生态学研究地块在学校的理由或当地的环境中心作为学习的焦点。教师和研究员开发和提供基于标准的科学和数学模块。目标2：在整个伙伴关系中使GK-12计划制度化并持续下去。 该项目建立在成功的基础上，通过确保空间，研讨会系列和校园地块。目标3：评估GK-12计划的有效性。 外部评估领导评估，通过评估教师，研究员和学生的内容和过程知识与GK 12参与者一致;教师和研究员的教学实践的变化;增加少数民族参与STEM研究，教育和职业的有效性;创造教师领导者的计划有效性;及其对学位课程和研究员职业选择的影响。更广泛的影响：该计划影响了45，000名学生的地区（Weld County和Poudre），其中高比例来自STEM学科（47%和20%），低收入（47%和20%）和/或英语学习者（10%）的代表性不足的群体。 该项目的重点是教师专业发展，旨在增加教师的内容知识，培训研究员如何让K-12学生参与，为少数民族学生提供研究机会，并为教师领导人启动长期系统变革做好准备。

0440605The University of Northern Colorado (UNC), Colorado State University (CSU), the Weld County School District 6, and the Poudre School District Track 2 award is developing, sustaining, and institutionalizing its current GK-12 program entitled Human Impact Along the Front Range of Colorado. Intellectual Merit: The project integrates science and math content standards using the rapid regional growth and its impacts on land use, climate and biodiversity. The project links K-12 instruction, teacher professional development, and graduate education with STEM research, exposing K-12 teachers and students to current research, and graduate and undergraduate fellows to K-12 classrooms and instruction. The project supports 24 graduate and 10 undergraduate fellows. The project has 3 goals. Goal 1: Deliver and refine the GK-12 program. The project forms teaching-research teams comprised of K-12 teachers, GK-12 fellows, K-12 students and researchers that interact throughout the year. During the summer, the teachers, fellows, and students work together on research. During the academic year the fellows work with teachers in the classroom. Teaching and research workshops and symposia are held to familiarize researchers and fellows with the K-12 culture (led by teachers), and teachers with the research culture (led by researchers and fellows). Teachers and fellows established long-term Schoolyard Ecology research plots on school grounds or local environmental centers as a focal point of learning. Teachers and fellows develop and deliver standards-based science and mathematics modules. Goal 2: Institutionalize and sustain the GK-12 program across the partnership. The project builds on the successes by securing the space, the seminar series, and the schoolyard plots. Goal 3: Evaluate the effectiveness of the GK-12 program. An external evaluator leads the evaluation, in concert with GK12 participants by assessing the content and process knowledge of teachers, fellows and students; changes in the instructional practices of teachers and fellows; the effectiveness in increasing minority participation in STEM research, education, and careers; the programs effectiveness in creating teacher leaders; and its effect on the degree programs and career choices of fellows. Broader Impact: The program impacts districts (Weld County and Poudre) of 45,000 students, high percentages of whom are from groups under-represented in STEM disciplines (47% and 20%), low income (47% and 20%) and/or English Language Learners (10%). The project focuses on teacher professional development designed to increase content knowledge of teachers, the training of fellows on how to engage K-12 students, research opportunities for minority students, and the preparation teacher leaders to initiate long-term systemic change.