Geosciences Institute for Education and Research at the University of Michigan-Dearborn

地球科学研究与教育研究所（GRI）是一个合作伙伴关系，包括密歇根-迪尔伯恩大学，底特律公立学校和当地公司，以扩大地球科学的研究和学习机会，以底特律大都市区内代表性不足的群体。 该计划的目标是建立对地球科学的认识，并创造一个热情的学习体验，旨在激励学生留在学校，并考虑科学，特别是地球科学作为一个可能的职业。 该计划的目标是扭转目前的趋势，即超过40%的DPS学生辍学，只有21%的高中毕业生在四年内。 项目方法包括让中学生在他们的教育生涯早期，沿着他们的老师，社区-基于地球科学的研究项目，展示了如何将地球科学作为一种工具来解决与当地和社会相关的环境问题，这些问题也具有国际重要性。主要的GRI活动包括春季和夏季研究所，将有大约50名中学生和高中生参加他们的家人和大约20名教师，每年通过密歇根州东南部以调查为基础的，与流域有关的环境项目，向地球科学提供帮助。 学生，家长和教师在学院期间和之后都得到指导，以鼓励学生留在学校并上大学。 教师通常没有地质学学位，鼓励他们回到学校参加更多的地质学课程，以提高他们的能力，如《不让一个孩子掉队法》所规定的，但更重要的是，增加他们对地球科学的兴奋和热情。

The Geosciences Institute for Research and Education (GRI) is a partnership including the University of Michigan-Dearborn, the Detroit Public Schools, and local corporations to extend research and learning opportunities in the geosciences to underrepresented groups within the Detroit metropolitan area. The goal of the program is to build awareness of the geosciences and to create an enthusiastic learning experience designed to motivate students to stay in school and to consider science, particularly the geosciences as a possible career. The program's goal is to reverse the current trend where over 40% of DPS students drop out of school and only 21% graduate from high school in four years. Project method include involving middle school students early in their educational career, along with their teachers, in ongoing, community-based research projects which demonstrate how the geosciences can be used as a tool to solve locally and socially relevant environmental problems that are also internationally important.The main GRI activities consist of spring and summer institutes that will expose approximately 50 middle school and high school students and their families and about 20 teachers each year to the geosciences through inquiry-based, watershed-related environmental projects in southeast Michigan. The students, parents, and teachers are mentored both during and following the institute in order to encourage students to stay in school and attend college. The teachers, who typically do not have degrees in geology, are encouraged to return to school to take more geology courses in order to increase their competency as stipulated by the No Child Left Behind Act, but more importantly, to increase their excitement and enthusiasm for the geosciences.