Honors Research and Leadership Experience for Chemistry Teachers

这一提议是对先前资助的三年期 六名高中化学教师组成的小组 在马里兰州大学参加为期八周的课程。 每组返回两个额外的，连续八周 暑期课程教师加入研究小组， 积极参与最先进的研究项目， 他们在那里学习新技术， 背景材料，同时介绍了基本的 研究经验。 教师如何学习化学知识 是在低压环境下发现的。 除了研究经验，教师们还接触到 参加关于当前主题的高级课程和研讨会， 化学，包括教学方法。 参与者 要求写一份报告，并提出一个研讨会上，他们 在项目的最后一周进行研究。 该计划使18名教师能够完成为期三年的 研究周期。马里兰州大学正在为 PI的工资，研究导师和那些部分 教师津贴，不能补贴， 他们的学区。 这一成本份额为NSF的59% 资金要求。

This proposal is a renewal of a previously funded three-year project in which groups of six high school chemisty teachers attend eight-week sessions at the University of Maryland. Each group returns for two additional, sequential eight-week summer sessions. Teachers join research groups and become active participants in state-of-the-art research projects in functioning laboratories where they learn new techniques and background material while being introduced to the basic research experience. Teachers learn how chemical knowledge is discovered in a low pressure environment. In addition to the research experience, teachers are exposed to advanced coursework and seminars on current topics in chemistry including teaching methods. Participants are required to write a report and present a seminar on their research in the final week of the program. This program enables 18 teachers to complete their three-year cycle of research. The University of Maryland is contributing the salaries of the PI, the research mentors and those parts of the teacher stipends which could not be subsidized by their school districts. This cost share is 59% of the NSF funding request.