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，包括密歇根大学迪尔伯恩分校、底特律公立学校和当地公司，旨在将地球科学的研究和学习机会扩展到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，并创造一种热情的学习体验，旨在激励学生留在学校，并将科学，特别是地球科学作为一种可能的职业。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%的学生在四年内从高中毕业。项目方法包括让处于教育生涯早期的中学生和他们的老师一起参与正在进行的、以社区为基础的研究项目，这些项目展示了地球科学如何被用作解决当地和社会相关的环境问题的工具，这些问题也具有国际重要性。GRI的主要活动包括春季和夏季研究所，每年将在密歇根州东南部通过探究式的流域相关环境项目，向大约50名中学生和高中生及其家人以及大约20名教师展示地球科学。为了鼓励学生留在学校和上大学，学生、家长和老师在学习期间和之后都得到了指导。通常没有地质学学位的教师被鼓励回到学校学习更多的地质学课程，以提高《不让一个孩子掉队法》规定的他们的能力，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.