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

教师和学生进行面向社区的研究和教育：连接行业合作伙伴、教师和教师 (TSCORE LIFT)

• 批准号: 10474583
• 负责人: Karin Chang
• 金额: $ 26.34万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10474583
• 关键词: Academy; Active Learning; Address; Award; Biological Sciences; Biology; Biomedical Research; Career Choice; Career Exploration; Collaborations; Communities; Community Networks; Development; Diverse Workforce; Education; Educational Curriculum; Educational Intervention; Educational process of instructing; Faculty; Future; Geography; Grant; Health; Health Care Sector; Health Sciences; Health system; Healthcare; Healthcare Industry; High School Faculty; High School Student; Industry; Intervention; Kansas; Knowledge; Learning; Life Experience; Link; Mind; Minority; Modeling; Pathway interactions; Persons; Population; Population Heterogeneity; Research; Resources; Rural; School Teachers; Science; Series; Site; Structure; Students; System; Testing; Training; Underrepresented Students; United States National Institutes of Health; Universities; Work; Workplace; base; career; community partnership; design; empowered; experience; health disparity; high school; higher education; improved; industry partner; innovation; interest; learning materials; member; novel; peer coaching; programs; racial and ethnic; real world application; school district; science education; skills; sociodemographics; summer program; symposium; teacher; teacher community; underserved students; virtual; workforce needs

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.

摘要 21世纪世纪，医疗保健领域的变化超过了科学教育的变化。高中 那些有幸接受高质量体验教育的学生最不可能来自种族， 种族或地理背景不同。有一个迫切需要达到学生最不可能 为少数民族和农村地区提供具有文化敏感性的本地化科学教育伙伴关系， 学生群体。如果没有特别的方案，教育机会的不平等将持续下去， 医疗保健部门将准备不足。在过去的五年里，我们使用了 美国国立卫生研究院科学教育合作奖（SEPA），通过关注教师作为代理人来解决这一问题 改变的力量我们之前的SEPA（2015-2020），教师和学生面向社区的研究和 教育（TSCORE），授权教师通过以下方式吸引堪萨斯的城市高中学生 关于健康差距的创新教学和创建示范单位。我们发现， 服务不足的地区缺乏专业发展，课程材料和往往知识的深度 需要实施与文化相关的、严格的与国家科学院相一致的科学课程。服务不足的学区 不太可能与大学和行业合作，为学生提供体验的机会。 在课堂外学习。与行业的合作是设计和实施STEM的关键 教育经验，满足学生的多样化人口的需求，同时为他们做好准备， careers.考虑到这些前提，我们提出了一系列嵌入式教育干预措施， 在堪萨斯健康和生物科学职业途径的现有结构内。“TSCORE LIFT，” 它将社区的工业、学院和教师联系起来，将1）在卫生保健领域建立社区联系， 系统，大学教师和公立学校教师提供一个连续的NGSS对齐的教育 在整个堪萨斯健康和生物科学职业途径的状态干预。堪萨斯的五个城镇 将有一个当地的卫生系统合作伙伴，一个当地的K-INBRE大学合作伙伴和一所公立高中，他们将 共同努力，为生物课程开发与NGSS一致的高中故事情节;健康科学学院 职业探索;以及一个顶点课程，提供以工作为基础的学习经验， 科学和医疗保健劳动力的需求。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NGSS对齐本地化科学的课程连续体 通过暑期专业发展的教育计划，将反映科学的推出 方案编制;结束赠款教师高峰会议;虚拟网络网站，以增加教师的联系， 资源交流，并使从业人员的临界质量的出现，重点是增加 为服务不足的学生提供严格的健康科学教育机会。