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

职业教育地理信息系统资源和应用(GRACE)项目建立在NSF最近资助的一个项目--市长青年技术团(MYTC)--的基础上，该项目开发了一个基于地理信息系统和技术(GIS/T)的教育模式。MYTC为工作场所的STEM职业制定了有目的地应用基于地理信息系统/T的教育的模式，向经济困难社区的青年提供在现实世界中使用和应用地理信息系统/T的经验。在GRACE项目中，东密歇根大学(EMU)和密歇根虚拟大学(MY)与密歇根州数学和科学中心网络(MMSCN)、密歇根州测绘专业人员社区协会(MiCAMP)和密歇根州地球科学教师协会(META)合作，通过三级学习过程(探索者阶段、研究人员阶段和实习生阶段)将MYTC模式带给密歇根州8-12年级的学生和教师。探险者级别通过一个在线系统向学生介绍地理信息系统/T，该系统建立了学生对地理信息系统/T的基本理解，并激发了学生的好奇心。调查员级别利用学生的好奇心和兴趣，并使他们准备好使用地理信息系统/T课程模块，这些模块旨在强调科学和工程方面，并与教学科目的标准保持一致。实习生级别为学生提供专业的地理信息系统/技术培训，并有机会以实习生的身份在当地组织获得工作经验。将在课堂上使用GIS/T的教师的专业发展活动与这一渐进的学习过程紧密结合在一起，以便教师在与参与的学生和未来的学生合作时得到足够的教学支持和技术指导。组成GRACE团队的五个教育和社区组织将：1)在密歇根州推广和传播该模式，并报告随后的挑战和成功；2)演示如何将GIS/T组织和志愿者与学校、学生和教师联合起来，将真实的GIS/T应用程序整合到课程中，并为学生热情参与STEM学习，特别是对农村和代表性不足的社区提供“可预见的”职业激励；3)研究将地理信息系统/T融入科学和社会学科课堂的动机和障碍；以及4)开发一种有效的教学模式--使用在线学习和混合学习来改变定制教学的速度、易复制和一致性，以增加学生的动机和成就。地理信息系统/技术适用于当前的许多职业道路；格雷斯将为贫困社区的学生提供从事地理信息系统/技术的机会，否则他们可能没有机会从事地理信息系统/技术。该模式的扩展和传播将影响到5000名探索者、2500名调查人员和300名实习生-120名教师，40所学校将接受地理信息系统/T培训，将地理信息系统/T整合到STEM和社会研究的教学中，并应用地理信息系统/T解决现实世界的问题。将建立和支持全州范围内有意采用地理信息系统/技术作为教学技术的教师学习社区，同时将建立全州范围内的学校和社区组织联盟，通过带薪或志愿实习为学生提供专业导师和工作人员体验机会。

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.