GK-12 Graduate Teaching Fellows: Collaboration for the Advancement of Teaching Technology and Science in Schools (CATTS)

该GK-12项目与七个当地学区合作，正在制定一个可持续的项目，以整合SMET研究和教育。该计划通过纳入亚利桑那大学研究员和K-12教育工作者之间在双向知识传授方面的强大伙伴关系，加强了学区和UA当前外展计划之间已经成功且正在进行的伙伴关系。研究员和他们的教师导师正在获得探究式教学和多样化学习者的经验，同时与K-12教育工作者分享他们的研究专业知识。K-12教育工作者正在积累科学探究的经验，并与研究员和教师导师分享他们的教与学知识。长期的影响将导致大学教授和K-12教育工作者更有效的教学。该计划的独特之处在于，学区能够确定特定的外展需求，并与CATS合作创建定制的课程来满足需求。该计划包括四个组成部分：(1)组织和管理结构，包括来自K-12教育工作者、教师导师和外展主任的意见；(2)准备阶段，研究员、教师导师和K-12教育工作者为伙伴关系奠定基础，并为研究员为K-12学习环境做准备；(3)实施阶段，合作伙伴在当地学校共同努力；以及(4)评估计划，衡量计划在将科学、数学和工程研究与各级教育相结合方面的成功。招生和选拔过程确保了不同群体的参与，特别是占图森市学生人口约一半的拉美裔少数群体。该项目得到了教师、学区和亚利桑那大学的大力支持，包括为研究生提供同等的财政支持，以及亚利桑那大学承诺在获得NSF资助后至少维持该项目3年。

This GK-12 program, in partnership with seven local school districts, is developing a sustainable program for the integration of SMET research and education. The program is strengthening the already successful, and on-going, partnerships between the school districts and the UA's current outreach programs by incorporating strong partnerships between University of Arizona fellows and K-12 educators for bi-directional knowledge transfer. Fellows and their faculty mentors are gaining experience with inquiry-based teaching and diverse learners while sharing their research expertise with K-12 educators. K-12 educators are gaining experience in scientific inquiry, and are sharing their knowledge of teaching and learning with the fellows and faculty mentors. The long-term impact will result in more effective teaching within the college professorate and K-12 educators.The unique feature of this program is that districts are able to identify a particular outreach need, and work in collaboration with CATTS to create customized programs to address the need. The program has four components: (1) an organizational and governing structure that includes input from K-12 educators, faculty mentors, and outreach directors; (2) a preparation stage in which fellows, faculty mentors and K-12 educators are laying the groundwork for the partnerships and preparing the fellows for the K-12 learning environment; (3) an implementation stage in which the partners are working together in the local schools; and (4) an assessment program that measures the programs success in integrating science, mathematics, and engineering research with education at all levels. Recruitment and selection processes are ensuring the participation of diverse groups, especially Hispanic minorities, which comprise about half the student population in Tucson. The program is receiving strong support from teachers, school districts, and The University of Arizona, including matching financial support for graduate fellows and a University of Arizona pledge to maintain the program at least 3 years beyond NSF funding.