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：Bayer，Irene 项目概要/摘要 该提案要求为我们目前的SEPA赠款提供补充资金， 手：建立和维持学生参与基因组和环境健康 科学通过社区学校的伙伴关系，1 R25 GM 132964 -01，以扩大我们的 研究方案。健康掌握在我们手中将科学课堂与社区联系起来， 通过课程使青年和成年人了解遗传学的现代概念 符合下一代科学标准（NGSS）。本项目属 为我们的课程创建总结性的，前/后评估，以衡量学生的影响 学习教师伙伴表示需要更多的评估，以衡量学生 在整个单元中学习，以达到形成性评估的目的和要求， 在整个评分期间有更多的分数来衡量学生的表现。到 调查的可行性，嵌入式课堂为基础的评估是为 适应下一代科学评估小组进程的糖尿病第一单元 （哈里斯等人），并与教师和他们的学生进行试点。结果显示，教师 在评估中发现了价值，并以多种方式加以利用。 此补充将主要用于提高特定目标：#1和#2我们的父母 SEPA：1）评估一套连贯的、以地方为基础的、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 对初中和高中年级的STEM职业感兴趣; 2）行为 创新的专业学习经验，使中学教师，非正式 教育工作者和以社区为基础的专家，以支持课程和辅导活动， 加强我们目前的项目，改进对 课程资料，以及提升教师的数据素养。 该项目的新组成部分的目标将：1）设计，测试和分析一个完整的 一套前/后评估和“嵌入式评估”（学习结束时的评估）， 我们的中学课程; 2）培养教师的数据素养，以理解和使用NGSS- 统一评估。这一提议意义重大，因为它主要发生在 在州评估中遇到机会差距的边缘化有色人种社区， 在科学上取得了全面的成功。我们与这些学校的教师合作， 这些不平等的授权教师准备学生在三维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.