Teachers and Students for Community-Oriented Research and Education: Linking Industry Partners, Faculty, and Teachers (TSCORE LIFT)

摘要 21世纪医疗保健领域的变化超过了科学教育的变化。高中 享受高质量体验式教育的学生最不可能来自种族， 种族或地理背景不同。迫切需要接触到最不可能的学生 为响应文化需求的本地化科学教育伙伴关系提供服务，特别是少数民族和农村 学生群体。如果没有特别规划，教育机会方面的不平等现象将持续存在， 医疗保健部门将没有为其服务对象做好准备。在过去的五年中，我们使用了一个 NIH科学教育合作伙伴奖(SEPA)通过将教师作为代理人来解决这一问题 变化的力量。我们之前的国家环保总局(2015-2020年)，面向社区的研究和师生 教育(TSCORE)，授权教师通过以下方式与堪萨斯州的城市高中生互动 关于健康差距的创新教学和创建示范单位。我们发现这里的老师 服务不足的地区缺乏专业发展、课程材料，而且往往缺乏知识深度 需要实施与文化相关的、严格的与NGSS相一致的科学课程。服务不足的学区 不太可能与大学和行业合作，为学生提供体验机会 课外学习。与产业界的伙伴关系是设计和实施STEM的关键 满足不同学生群体需求的教育体验，同时使他们为 事业。考虑到这些前提，我们提出了嵌入的教育干预的连续体 在现有结构内的堪萨斯州健康与生物科学职业道路。TSCORE Lift， 它将社区中的行业、教师和教师联系在一起，将1)在卫生保健之间建立社区联系 系统、大学教师和公立学校教师提供与NGSS一致的连续教育 横跨堪萨斯州健康与生物科学职业道路的干预措施。堪萨斯州的五个城镇中的每一个 将有一个当地卫生系统合作伙伴，一个当地K-INBRE大学合作伙伴，以及一所公立高中，后者将 共同为生物课程开发与NGSS一致的高中故事情节；健康科学学院 用于职业探索；以及一个顶峰课程，提供基于工作的学习经验，以满足当地的需求 科学和医疗保健工作人员需要。2)我们将使教师能够与卫生系统和 大学合作伙伴开发和实施与NGSS一致的本地化科学课程 通过暑期专业发展的教育规划，将反映科学的推出 方案编制工作；结束资助教师峰会；建立虚拟网站以加强教师之间的联系， 资源交流，并使出现了一批专注于增加的临界值从业者 为贫困学生提供严格的健康科学教育机会。

ABSTRACT 21st century changes in the healthcare sector have outpaced changes in science education. High school students who have the luxury of receiving high quality experiential education are least likely to be from racially, ethnically, or geographically diverse backgrounds. There is an urgent need to reach students least likely to be served with culturally responsive, localized science education partnerships, specifically minority and rural student populations. Without special programming, inequities in educational access will persist, and the healthcare sector will be ill-prepared for whom it is designed to serve. For the last five years, we have used an NIH Science Education Partnership Award (SEPA) to address this problem by focusing on teachers as agents of change. Our prior SEPA (2015-2020), Teachers and Students for Community-Oriented Research and Education (TSCORE), empowered teachers to engage urban high school students in Kansas through innovative teaching about health disparities and creation of model units. We found that teachers in underserved districts lacked the professional development, curricular materials and often depth of knowledge needed to implement culturally relevant, rigorous NGSS-aligned science curricula. Underserved school districts are less likely to partner with universities and industry to provide students with opportunities for experiential learning outside the classroom. And partnerships with industry are key to designing and implementing STEM educational experiences that meet the needs of a diverse population of students while preparing them for careers. With these premises in mind, we propose a continuum of educational interventions that are embedded within the existing structure of the state of Kansas Health and Bio Sciences Career Pathway. “TSCORE LIFT,” which Links Industry, Faculty, and Teachers in communities, will 1) Create community linkages among health system, university faculty, and public school teachers to offer a continuum of NGSS-aligned educational interventions across the state of Kansas Health and Bio Sciences Career Pathway. Each of five Kansas towns will have a local health system partner, a local K-INBRE university partner, and a public high school, who will work together to develop NGSS-aligned high school storylines for biology courses; a health science academy for career exploration; and a capstone course to provide work-based learning experiences that address local science and healthcare workforce needs. 2) We will empower teachers to work alongside health system and university partners to develop and implement a curricular continuum of NGSS-aligned localized science education programming through summer professional development that will mirror the rollout of the science programming; an end of grant Teacher Summit; and virtual network site to increase teachers' connectivity, resource exchange, and enable the emergence of a critical mass of practitioners focused on increasing rigorous health science educational opportunities for underserved students.