Collaborative Research: Georgia STEM Accessibility Alliance (GSAA)

合作研究：佐治亚州 STEM 无障碍联盟 (GSAA)

• 批准号: 1027655
• 负责人: Robert Todd
• 金额: $ 151.15万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1027655&HistoricalAwards=false
• 关键词: Collaborative; Research; Georgia; STEM; Accessibility

The University of Georgia and Georgia Institute of Technology are collaborating partners with University of in a proposal to create the Georgia STEM Accessibility Alliance (GSAA). GSAA aims to establish an alliance between Georgia Institute of Technology, the University of Georgia, Georgia Perimeter College and three public secondary school districts. All project activities support the goal of increasing the postsecondary STEM degree and career attainment of individuals with disabilities. The GSAA?s goals relate to increasing the number of secondary students with disabilities (SWD) enrolling in STEM postsecondary classes and majors, increasing the retention and graduation rates of individuals with disabilities in postsecondary STEM majors, and increasing successful entry rates of GSAA students into STEM graduate programs. A distinctive feature of GSAA is the use of a virtual world as the primary service-delivery model. The use of virtual mentoring and teaching, social networking, academic support, transition assistance, and preparation of instructions will be the primary interventions utilized in GSAA. GSAA goals are:Goal 1: Develop and evaluate GSAA intervention technologies and materials in Year 1 for use in Years 2-5. All modular materials will be made available via the Virtual Learning Reserves, one Reserve for secondary students and faculty and one for post-secondary students and faculty.Goal 2: Increase the number of secondary SwD (40/per year/140 total) participating in the GSAA STEM mentoring and virtual world STEM activities and entering STEM postsecondary programs in two-year colleges, technical colleges or university partner institutions (50% of participants, or 20 per project year, 80 total). Entering is defined as matriculating with a stated major in a STEM-related field. Goal 3: Increase retention in STEM majors by 180 students (baseline of 2,479 SWD, 723 SWD with declared STEM majors) and number of students graduating with STEM degrees (associates, baccalaureate, and graduate degrees) by 10 students from 2007 baseline (baseline of 94 students) in GSAA?s two-year college and university partner institutions through peer and faculty virtual and mentoring activities, evidence-based STEM learning practices, UDL solutions, and professional development initiatives.Goal 4: Increase the entry of GSAA STEM graduates (associates, baccalaureate and graduate) into STEM graduate programs by 10 per year from baseline measures (71 students) in Years 2-5. The project will implement interventions to support SWD as they cross three critical academic junctures: high school to two-year college; two-year to four-year college; and undergraduate education to graduate education or employment. GSAA activities include: 1. Creating a mentoring/training island in the virtual world of Second Life and integrating social networking tools to all participants year-round mentoring experiences; 2. Providing evidence-based STEM learning strategies with application of skills to STEM content via STEM Learning Seminars and Virtual Learning Communities for SWD;3. Enhancing the STEM faculty and staff ability to educate SWD using web-based and Second Life training modules to provide core professional training and development;4. Providing transition preparation and ongoing support to develop self-advocacy and academic skills essential for SWD to succeed in STEM secondary and postsecondary institutions.Work by internal and external/independent evaluators will provide formative and summative evaluation for the project which will provide evidence for the GSAA model. Dr. Tom McKlin of The Findings Group will provide external evaluation services to the project. Virtual world development and maintenance will be provided by Vesuvius, Inc. The project will develop materials for replicating the model nation-wide at secondary and postsecondary institutions. Recruiting processes, participant training methods, evaluation feedback instruments, and outcome measures will be formalized so that they can become easy to use for scale-up. GSAA materials and resources will be easily available via the Web to other institutions that seek to replicate the project model. GSAA will seek to apply scale-up first to other Alliances. Once this has been measured and documented, the project will apply efforts to scale up to other organizations outside of this funding directorate

格鲁吉亚大学和格鲁吉亚理工学院与大学合作，提议建立格鲁吉亚STEM无障碍联盟（GSAA）。 GSAA旨在建立格鲁吉亚理工学院、格鲁吉亚大学、格鲁吉亚周边学院和三个公立中学学区之间的联盟。所有项目活动都支持提高残疾人中学后STEM学位和职业成就的目标。GSAA？的目标涉及到增加残疾中学生（SWD）在STEM中学后课程和专业注册的数量，提高残疾人在中学后STEM专业的保留率和毕业率，并提高GSAA学生成功进入STEM研究生课程的比率。 GSAA的一个显著特点是使用虚拟世界作为主要的服务交付模型。使用虚拟辅导和教学，社交网络，学术支持，过渡援助和编写说明将是GSAA使用的主要干预措施。GSAA的目标是：目标1：在第1年开发和评估GSAA干预技术和材料，供第2-5年使用。所有单元材料都将通过虚拟学习储备库提供，一个储备库供中学生和教职员工使用，另一个储备库供中学后学生和教职员工使用。增加辅助SwD的数量（40/每年/共140）参加GSAA STEM指导和虚拟世界STEM活动，并进入两年制学院的STEM中学后课程，技术学院或大学合作机构（参与者的50%，或每个项目年20人，总共80人）。进入被定义为在STEM相关领域的规定专业录取。目标3：增加保留在干专业的180名学生（基线2,479社署，723社署与宣布干专业）和学生人数与干学位（副学士，学士学位，研究生学位）毕业的10名学生从2007年基线（基线94名学生）在GSAA？目标4：将GSAA STEM毕业生（副学士、学士和研究生）进入STEM研究生课程的人数从2-5年级的基线人数（71名学生）增加10人，每年增加10人。该项目将实施干预措施，以支持社会福利署，因为他们跨越三个关键的学术结合点：高中到两年制大学;两年制大学到四年制大学;本科教育到研究生教育或就业。 GSAA的活动包括：1.在第二人生的虚拟世界中创建一个指导/培训岛，并将社交网络工具整合到所有参与者的全年指导经验中; 2.透过STEM学习研讨会及虚拟学习社群，为社署提供以实证为本的STEM学习策略，并将技能应用于STEM内容;3.加强STEM教师和员工的能力，利用网上和第二人生培训单元，为社署提供核心专业培训和发展;提供过渡准备和持续支持，以发展社署在STEM中学和专上院校取得成功所必需的自我宣传和学术技能。内部和外部/独立评估人员的工作将为项目提供形成性和总结性评估，为GSAA模式提供证据。 调查结果小组的汤姆·麦克林博士将为该项目提供外部评估服务。 虚拟世界的开发和维护将由维苏威火山公司提供。该项目将编写材料，在全国中学和中学后教育机构推广这一模式。征聘程序、参与者培训方法、评价反馈工具和成果衡量标准将正式确定，以便易于用于扩大规模。GSAA的材料和资源将很容易通过网络提供给寻求复制项目模式的其他机构。GSAA将寻求首先向其他联盟应用扩展。一旦这一点得到衡量和记录，该项目将努力扩大到该供资局以外的其他组织