Collaborative Project: GIS/T Resources and Applications for Career Education (GRACE)

职业教育的地理信息系统资源和应用（GRACE）项目建立在最近的一个国家科学基金会资助的项目，市长青年技术团（MYTC），开发了一个地理信息系统和技术（GIS/T）为基础的教育模式。MYTC开发了一个有目的地应用基于GIS/T的工作场所STEM职业教育的模型，为经济弱势社区的青年提供了使用GIS/T并将其应用于真实的世界情况的经验。在GRACE项目中，东密歇根大学（EMU）和密歇根虚拟大学（MY）与密歇根数学和科学中心网络（MMSCN），密歇根社区制图专业人员协会（MiCAMP）和密歇根地球科学教师协会（MESTA）合作，通过三个层次的学习过程，将MYTC模型应用于密歇根州8-12年级的学生和教师（探索者阶段、研究者阶段和实习生阶段）。探索者级别通过一个在线系统向学生介绍GIS/T，建立学生对GIS/T的基本理解，并激发学生的好奇心。调查员水平利用学生的好奇心和兴趣，并准备他们与GIS/T课程模块，旨在强调科学和工程方面，并符合标准的教学科目工作。实习生级别为学生提供专业的GIS/T培训，并有机会在当地组织实习获得工作经验。为在课堂上使用GIS/T的教师提供的专业发展活动与这一渐进式学习过程紧密结合，以便教师在与参与的学生和未来的学生合作时获得足够的教学支持和技术指导。GRACE团队由五个教育和社区组织组成：1）在密歇根州扩大和传播该模型，并报告随之而来的挑战和成功; 2）展示如何将GIS/T组织和志愿者与学校联合起来，学生和教师将真实的GIS/T应用程序纳入课程，并为学生提供“可预见的”职业激励，以热情地参与STEM学习，特别是对于农村和代表性不足的社区; 3）研究将GIS/T整合到科学和社会研究课堂的动机和障碍; 4）开发一种有效的交付模式-使用在线和混合学习来改变速度，易于复制，并提供定制的教学一致性，以提高学生的动机和成就。GIS/T适用于许多当前的职业道路; GRACE将为弱势社区的学生提供从事GIS/T的机会，否则他们可能不会有。该模型的扩展和传播将影响5，000名探索者，2，500名调查员和300名实习生- 120名教师，40所学校将接受GIS/T培训，将GIS/T整合到STEM和社会研究的教学中，并应用GIS/T解决现实问题。一个全州范围内的教师学习社区谁是有兴趣采用GIS/T作为教学技术将形成和支持，而学校和社区组织的全州联盟将成立，提供专业导师和劳动力经验的机会，学生通过有偿或志愿实习。

The GIS Resources and Applications for Career Education (GRACE) project builds upon a recent NSF-funded project, the Mayors Youth Technology Corps (MYTC), that developed a model of geographic information systems and technology (GIS/T) based education. MYTC developed a model of purposeful applications of GIS/T-based education for STEM careers in the workplace that provided youth in economically disadvantaged communities experience using and applying GIS/T to real world situations. In the GRACE project, Eastern Michigan University (EMU) and Michigan Virtual University (MY), in collaboration with Michigan Mathematics and Science Centers Network (MMSCN), Michigan Communities Association of Mapping Professionals (MiCAMP), and Michigan Earth Science Teachers Association (MESTA), take the MYTC model to students and teachers in grades 8-12 across the State of Michigan through a three-tiered learning process (Explorer phase, Investigator phase, and Intern phase). The Explorer level introduces students to GIS/T through an online system that builds students' basic understanding of GIS/T and stimulates student curiosity. The Investigator level leverages students' curiosity and interest and prepares them to work with GIS/T lesson modules that are designed to emphasize science and engineering aspects and align with standards for teaching the subjects. The Intern level provides students with professional GIS/T training and opportunities to gain work experiences in local organizations as Interns. Professional development activities for teachers who will use GIS/T in their classes are tightly integrated with this progressive learning process so that the teachers are given adequate instructional support and technical mentoring as they work with the participating, and future, students.The five educational and community organizations that comprise the GRACE team will: 1) expand and disseminate the model across Michigan and report on the ensuing challenges and successes; 2) demonstrate how to unite GIS/T organizations and volunteers with schools, students and teachers to integrate authentic GIS/T applications in curricula and provide a "foreseeable" career incentive for students to enthusiastically participate in STEM learning, especially for rural and underrepresented communities; 3) study motivations and hindrances of integrating GIS/T into science and social studies classrooms; and 4) develop an effective delivery model - the use of online and blended learning to transform the speed, ease of replication, and consistency of delivering instruction that is customized to increase motivation and achievement for students. GIS/T is applicable to many current career paths; GRACE will afford students in disadvantaged communities opportunities to engage in GIS/T they otherwise might not have. The expansion and dissemination of the model will affect 5,000 Explorers, 2,500 Investigators, and 300 Interns - 120 teachers, and 40 schools will receive GIS/T training, integrate GIS/T in teaching in STEM and social studies, and apply GIS/T to solve real-world problems. A statewide learning community of teachers who are interested in adopting GIS/T as instructional technology will be formed and supported, while a statewide consortium of schools and community organizations will be established to provide professional mentors and workforce experience opportunities for students through paid or volunteered internships.