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（由适用提供）：佛罗里达大学（UF）研究人员和佛罗里达州教育工作者提出了协作，以提高科学教育者和学生（Catalyses）的教学和学习，以创建和/或扩展相互利益，可持续的学习者社区，并使用SEPA产生的基础设施，合作伙伴关系和评估工具。 Catalyses建立在脚手架专业发展，教师研究人员合作伙伴关系和结局NIH-SEPA项目的成果的新型模型上，生物医学研究的探索：卧床床位。与国家科学，技术，工程和数学教育（COSCEM）的目标的目标保持一致，Catalyses的总体目标是准备新的，更新/续签经验丰富的教师，与老师合作，​​以激发学生并为与科学和健康相关的劳动力的持续发展做好准备，并为较高的疗养精神和卫生室提供良好的疗养精神。为教师合作，为教师和内部城市学校的学校提供​​了充分准备和兴奋的创建和分享围绕新兴病原体的互动课程和活动，为教师建立能力和机会的提议，这是对佛罗里达州健康，社会和经济福祉的重要性。它计划通过生物医学研究经验发展教师领导者；在写作，测试和发布创新的传统和技术增强课程方面支持；与职前老师的联系；并继续与与学习者及其学生的地区社区建立联系的研究人员进行互动。同样是该提案的新事物，Catalyses将为服务不足的高中生提供基于暑期实验室的计划和研究经验，并由其老师确定和鼓励。 UF合作伙伴是前线教育与培训中心（CPET），新兴病原体研究所（EPI），临床和转化科学研究所（CTSI）和教学与学习学院（STL），以及来自整个健康科学中心（HSC）的合作研究人员。高中科学教育合作伙伴是佛罗里达州Panhandle地区（PAEC），佛罗里达州东北部（NEFEC）的三个粗糙教育财团，以及棕榈滩和迈阿密戴德学校，为科学和健康领域中占代表性不足的学生提供服务。