Collaborating to Advance Teaching and Learning of Science Educators and Students (CATALySES)

合作促进科学教育者和学生的教学和学习 (CATAlySES)

• 批准号: 9269632
• 负责人: MARY JO KOROLY
• 金额: $ 26.55万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9269632
• 关键词: Accountability; Area; Awareness; Biomedical Research; Clinical Sciences; Communities; Development; Disease; Economics; Education; Educational Curriculum; Educational process of instructing; Enhancement Technology; Evaluation; Fellowship; Florida; Future Teacher; Goals; Health; Health Sciences; High School Student; Incentives; Institutes; Knowledge; Laboratories; Leadership; Learning; Letters; Link; Mentors; Modeling; Outcome; Pathway interactions; Phase; Process; Publishing; Research; Research Infrastructure; Research Personnel; Resources; Rural; Scholarship; Schools; Science; Science, Technology, Engineering and Mathematics Education; Student recruitment; Students; Talents; Technology; Testing; Training and Education; Translational Research; Underrepresented Students; United States National Institutes of Health; Universities; Update; Writing; academic standard; base; bench to bedside; career; curriculum enhancement; design; experience; high school; inner city; innovation; interest; novel; pathogen; programs; public health relevance; scaffold; science education; science teacher; skills; social; teacher; tool; translational medicine

 DESCRIPTION (provided by applicant): Collaborating to Advance Teaching and Learning of Science Educators and Students (CATALySES) is proposed by the University of Florida (UF) researchers and Florida educators to create and/or expand mutually beneficial, sustainable communities of learners using SEPA- generated infrastructure, partnerships, and evaluation tools. CATALySES build on a novel model of scaffolded professional development, teacher-researcher partnerships, and outcomes of an ending NIH-SEPA project, Explorations in Biomedical Research: Bench to Bedside. Aligned with the goals of the National Science and Technology Council Committee on Science, Technology, Engineering and Math Education (CoSTEM), the overall objectives of CATALySES are to prepare new and update/renew experienced teachers, partner with teachers to inspire and prepare students for the continuum of paths to the science and health-related workforce, and to provide authentic STEM experiences and opportunities for motivated high school students significantly under-represented in STEM and Health careers. CATALySES proposes to build capacity and opportunities for teachers in collaborating rural and inner city schools who are well-prepared and excited to create and share interactive lessons and activities centered around Emerging Pathogens, an interdisciplinary topic of high importance to Florida's health, social and economic well-being. It plans to develop teacher- leaders through biomedical research experiences; support in writing, testing and publishing innovative traditional and technology-enhanced curricula; links with pre-service teachers; and continued interactions with researchers networked with regional communities of learners and their students. Also new to this proposal, CATALySES will provide summer laboratory-based programs and research experiences for underserved high school students identified and encouraged by their teachers to attend. The UF partners are the Center for Precollegiate Education and Training (CPET), the Emerging Pathogens Institute (EPI), the Clinical and Translational Science Institute (CTSI), and the School of Teaching and Learning (STL), with collaborating researchers from across the Health Science Center (HSC). The high school science education partners are Florida's three rural Education Consortia in the Panhandle Area (PAEC), Northeast Florida (NEFEC), and the Heartlands, along with Palm Beach and Miami-Dade schools serving high numbers of students underrepresented in the science and health fields.

 描述（由申请人提供）：合作推进科学教育工作者和学生的教学（CATALySES）是由佛罗里达大学（UF）的研究人员和佛罗里达教育工作者提出的，以创建和/或扩大互利，可持续的学习者社区使用SEPA生成的基础设施，伙伴关系和评估工具。CATALySES建立在一个新的脚手架专业发展模式，教师-研究人员的伙伴关系，以及结束NIH-SEPA项目的成果，生物医学研究的探索：从实验室到床边。与国家科学和技术理事会科学，技术，工程和数学教育委员会（CoSTEM）的目标相一致，CATALySES的总体目标是准备新的和更新/更新经验丰富的教师，与教师合作，激励和准备学生的科学和健康相关的劳动力的连续路径，并提供真实的STEM经验和机会，积极的高中生在STEM和健康职业中的代表性显着不足。CATALySES建议为农村和内城学校的合作教师建立能力和机会，他们准备充分并兴奋地创建和分享围绕新兴病原体的互动课程和活动，这是一个对佛罗里达的健康，社会和经济福祉非常重要的跨学科主题。它计划通过生物医学研究经验培养教师领导人;支持编写、测试和出版创新的传统和技术强化课程;与职前教师建立联系;继续与与区域学习者及其学生社区联网的研究人员互动。同样是新的建议，目录将提供夏季实验室为基础的计划和研究经验，为服务不足的高中学生确定和鼓励他们的老师参加。UF的合作伙伴是大学前教育和培训中心（CPET），新兴病原体研究所（EPI），临床和转化科学研究所（CTSI）和教学学院（STL），与来自健康科学中心（HSC）的合作研究人员。高中科学教育的合作伙伴是佛罗里达的三个农村教育财团在狭长地带（PAEC），东北佛罗里达（NEFEC），和心脏地带，沿着与棕榈海滩和迈阿密戴德学校服务于科学和健康领域的学生人数不足。