Science Education Enabling Careers II (SEEC II)

科学教育促进职业 II (SEEC II)

• 批准号: 10597637
• 负责人: J. Michael Wyss
• 金额: $ 26.33万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-10 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10597637
• 关键词: Active Learning; Administrator; Advocacy; Assessment tool; Awareness; Biomedical Research; Collaborations; Communication; Community Outreach; Development; Drops; Education; Educational Models; Educational Technology; Educational process of instructing; Engineering; Ensure; Exposure to; Eye; Foundations; Funding; Goals; Grant; High School Student; Internships; Intervention; K-12 science education; Knowledge; Learning; Left; Link; Master of Science; Mathematics; Methods; Middle School Student; Minority; Modeling; Parents; Performance; Positioning Attribute; Privatization; Program Development; Readiness; Reading; Research; Research Project Grants; Research Training; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Shapes; Students; Teacher Professional Development; Teaching Method; Technology; Testing; Training; Translations; United States National Institutes of Health; Writing; biomedical scientist; career; clinical training; college; community center; elementary school; experience; experimental study; formative assessment; high school; improved; insight; junior high school; literacy; mathematical learning; mathematical methods; meetings; minority student; peer; programs; science education; science teacher; sixth grade; skills; summer research; teacher; underserved students; urban minority

For nearly 20 years, the UAB Center for Community OutReach Development (CORD) has conducted SEPA- funded research that has greatly enhanced the number of minority students entering the pipeline to college and biomedical careers, e.g., nearly all of CORD’s Summer Research Interns since 1998 (>300) have completed/are completing college and most of them are continuing on to graduate biomedical research and/or clinical training and careers. CORD’s programs that focused on high and middle school students have drawn many minority students into biomedical careers, but a low percentage of minority students benefit from these programs because far too many are already left behind academically in grades 4-6, due, at least in part, to a significant drop in science grades between grades 4 and 6, a drop from which most students never recover. A major contributor to this effect is that most grade 4-6 teachers in predominantly minority schools lack significant formal training in science and often are not fully aware of the great opportunities offered by biomedical careers. In SEEC II, CORD will deliver intensive inquiry-based science training to grade 4-6 teachers, providing them with science content and hands-on science experiences that will afford their student both content and skills that will make them excited about, and competitive for, the advanced courses needed to move into biomedical research careers. SEEC II will also link teachers together across the elementary/middle school divide and bring the teachers together with administrators and parents, who will experience firsthand the excitement that inquiry learning brings and the significant advancement it provides in science and in reading and math. At monthly meetings and large annual celebrations, the parents, teachers and administrators will learn about the opportunities that biomedical careers can provide for the student who is well prepared. They will also consider the financial and educational steps required to ensure that students have the ability to reach these professions. SEEC II will also expand CORD’s middle school LabWorks and Summer Science Camps to include grade 4-5 students and provide the teachers with professional learning in informal settings. During summer training, in small groups, the teachers will expand one of the inquiry-based science activities that they complete in the training, and they will use these in their classrooms and communicate with the others in their group to perfect these experiences in the school year. Finally, the teachers and grade 4-5 students will develop science and engineering fair-type research projects with which they will compete both on the school level and at the annual meeting. Thus, the students will share with their parents the excitement that science brings. The Intellectual Merit of SEEC II will be to test a model to enhance grade 4-6 teacher development and vertical alignment, providing science content, exposure to biomedical scientists and training in participatory science experiments, thus positioning teachers to succeed. The Broader Impacts will include the translation and testing of a science education model to assist minority students to avoid the middle school plunge and reach biomedical careers.

近20年来，UAB社区外展开发中心（CORD）进行了Sepa- 资助的研究大大增加了进入大学的少数族裔学生的数量 和生物医学职业，例如，自1998年以来，Cord几乎所有的夏季研究实习生（> 300） 完成/正在完成大学，其中大多数正在继续研究生生物医学研究和/或 临床培训和职业。 CORD专注于高中生和中学生的课程 许多少数族裔学生从事生物医学职业，但少数少数学生从中受益 程序是因为在4 - 6年级的学术上已经落伍了太多，至少部分原因是 4至6年级之间的科学成绩大幅下降，大多数学生从未康复。一个 促成这种影响的主要贡献者是，大多数主要少数族裔学校的4-6年级教师缺乏重要的 科学方面的正式培训，并且通常不完全了解生物医学职业提供的巨大机会。 在SEEC II中，Cord将为4-6年级的老师提供基于询问的科学培训 凭借科学内容和动手科学经验，可以为学生提供内容和技能 这将使他们对进入生物医学所需的高级课程感到兴奋和竞争 研究事业。 SEEC II还将在小学/中学鸿沟中将教师联系在一起 老师和管理人员和父母一起，他们将亲身体验到询问的激动 学习带来了科学以及阅读和数学方面的重大进步。每月 会议和大型年度庆祝活动，父母，老师和管理人员将了解 生物医学职业可以为准备充分的学生提供的机会。他们也会考虑 确保学生能够达到这些职业所需的财务和教育步骤。 SEEC II还将扩大Cord的中学实验室和夏季科学训练营，包括4-5年级 学生并在非正式环境中为老师提供专业学习。在夏季培训期间 小组，老师将扩大他们在其中完成的基于询问的科学活动之一 培训，他们将在教室中使用它们，并与小组中的其他人进行沟通以完美 这些经历在学年。最后，老师和4-5年级的学生将发展科学， 工程公平型研究项目，他们将在学校层面和年度竞争 会议。那，学生将与父母分享科学带来的兴奋。知识分子 SEEC II的优点将是测试一个模型，以增强4-6级教师的发展和垂直一致性， 提供科学内容，接触生物医学科学家以及参与科学实验的培训， 因此，将老师定位为成功。更广泛的影响将包括对科学的翻译和测试 教育模式，以帮助少数民族学生避免中学并从事生物医学职业。