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）项目建立在最近由美国国家科学基金会资助的一个项目——市长青年技术队（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）的教育模型。MYTC开发了一个基于GIS/T的有目的地应用于STEM职业教育的模型，为经济弱势社区的年轻人提供了在现实世界中使用和应用GIS/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）、密歇根州社区测绘专业人员协会（MiCAMP）和密歇根州地球科学教师协会（MESTA）合作，通过三个层次的学习过程（探索者阶段、研究者阶段和实习阶段），将MYTC模型推广给密歇根州8-12年级的学生和教师。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，激发学生的好奇心。研究者水平利用学生的好奇心和兴趣，并为他们准备与GIS/T课程模块一起工作，这些课程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。将在课堂上使用GIS/T的教师的专业发展活动与这种渐进式学习过程紧密结合在一起，以便教师在与参与的和未来的学生一起工作时得到充分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)在密歇根州扩展和传播该模型，并报告随后的挑战和成功；2)展示如何将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应用纳入课程，并为学生热情参与STEM学习提供“可预见”的职业激励，特别是对于农村和代表性不足的社区；3)将GIS/T整合到科学和社会研究课堂的学习动机和障碍；4)开发一种有效的教学模式——使用在线和混合学习来改变教学的速度、复制的便利性和一致性，从而提高学生的积极性和成就。GIS/T适用于当前的许多职业道路；GRACE将为弱势社区的学生提供参与GIS/T的机会，否则他们可能没有机会。该模式的扩展和推广将影响5,000名探索者、2,500名调查员和300名实习生（120名教师），以及40所学校接受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。一个由对采用GIS/T作为教学技术感兴趣的教师组成的全州学习社区将被建立和支持，而一个由学校和社区组织组成的全州联盟将被建立，通过带薪或自愿实习为学生提供专业导师和工作经验机会。

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.