Health in Our Hands: Building and sustaining student engagement in genomic and environmental health sciences through a community-school partnership (Health in Our Hands)

联系PD/PI：拜耳，艾琳 项目摘要/摘要 这项提案要求为我们目前的国家环保总局拨款，我们的 手：建立和维持学生对基因组和环境健康的参与 科学通过社区和学校合作，1R25GM132964-01，以扩大我们的 研究方案。我们手中的健康将科学课堂与社区联系起来 通过课程让青少年和成年人了解遗传学的现代概念 旨在满足下一代科学标准(NGSS)。当前项目是 为我们的课程创建总结性、事前/事后评估，以衡量学生的影响 学习。教师合作伙伴表示需要更多的评估来衡量学生 为了形成性评估的目的和要求，在整个单元中学习 让更多的分数来衡量学生在整个阅卷期间的表现。至 为了研究其可行性，开发了嵌入式课堂评估 适应下一代科学评估小组进程的第一个糖尿病单位 (Harris等人)，并与教师和他们的学生一起试行。结果表明，教师 在评估中发现价值，并以多种方式使用它们。 本增刊将主要用于加强具体目标：我们父母的#1和#2 国家环保总局：1)评估一套连贯的、基于地点、技术丰富的NGSS的影响- 关于学生基因组和环境健康学习的统一科学课程材料 以及初中和高中年级对STEM职业生涯的兴趣；以及2)进行 将中学教师聚集在一起的创新专业学习体验，非正式 教育工作者和社区专家通过以下方式支持课程和指导活动 通过改进对影响的评估来加强我们目前的项目 关于学生学习和提高教师数据素养的课程材料。 项目新组件的目标将：1)设计、测试和分析完整的 一套前/后评估和“嵌入式评估”(学习结束设置评估) 我们的中学课程；以及2)建立教师数据素养，以理解和使用NGSS- 协调一致的评估。这项提议意义重大，因为它主要发生在 被边缘化的有色人种社区在州评估和 总体而言，在科学方面取得了成功。我们与这些学校的教师一起工作，试图解决一些 这些不平等通过授权教师为学生准备3维NGSS 评估和使用数据为科学学习的成功提供指导。

Contact PD/PI: Bayer, Irene Project Summary/Abstract This proposal requests supplemental funds for our current SEPA grant, Health in Our Hands: Building and sustaining student engagement in genomic and environmental health sciences through a community-school partnership, 1R25GM132964-01 to expand our research protocol. Health in Our Hands connects the science classroom to the community to give youth and adults an understanding of modern concepts in genetics through curricula designed to meet the Next Generation Science Standards (NGSS). The current project is creating summative, pre/post assessments for our curriculum to measure impact of student learning. Teacher partners expressed the need for more assessments to measure student learning throughout the unit for both formative assessment purposes and requirements to have more grades measuring student performance throughout the marking period. To investigate the feasibility, embedded classroom-based assessments were developed for the first unit on diabetes adapting the Next Generation Science Assessment Group process (Harris et al) and piloted with teachers and their students. Results indicated that teachers found value in the assessments and used them in multiple ways. This supplement will primarily serve to enhance Specific Aims: #1 and #2 of our parent SEPA: 1) Assess the impact of a coherent set of place-based, technology-rich, NGSS- aligned science curriculum materials on student genomic and environmental health learning and interest in STEM careers across middle and high school grades; and 2) Conduct innovative professional learning experiences bringing together secondary teachers, informal educators, and community-based experts to support curriculum and mentoring activities by strengthening our current project through improvements in assessment of the impact of the curriculum materials on student learning and enhancing teacher data literacy. The objectives of the new component of the project will: 1) Design, test and analyze a full set of pre/post and “embedded assessments” (end of learning set assessments) for both of our middle school curricula; and 2) Build teacher data literacy to understand and use NGSS- aligned assessments. This proposal is significant as it takes place in predominantly marginalized Communities of Color experiencing opportunity gaps in state assessments and success in science overall. Our work with teachers in these schools seeks to address some of these inequalities by empowering teachers to prepare students in 3-dimensional NGSS assessment and use data to inform instruction for success in science learning.