(Track 2, GK-12) Sustaining the Maine ScienceCorps: Collaborative Integration of Research Experiences and Active Learning into Biosciences Education

缅因州科学团将农村高中的科学教师和学生与南缅因州大学（USM）的生物科学研究社区和血液研究基金会（FBR）的教育部门联系起来。这个轨道2项目旨在制度化和扩大这种仍在发展的协同伙伴关系，以促进可持续的跨学科学习社区，注入积极的学习和合作研究和调查经验到大学预科和大学生物科学教育。在轨道1资金的最后一年，十USM免疫学和分子生物学研究生研究员（8 NSF-，2 USM资助）与教师在十二所学校合作在缅因州带来先进的标准对齐的生物科学实验室活动，约一千名学生在这一年。具有广泛影响的重大惠益和成果包括：（1）在农村学校开展以前不可能开展的分子生物学和免疫学实验室活动;（2）将农村学校的不同学生与科学榜样联系起来;（3）有效发展研究生的教学和沟通技能，同时提高他们对自己为大学预科科学教育做出贡献的潜力的认识;以及（4）为积极的教师和学生提供新的机会，使他们能够在真实的研究探究和在科学会议上展示成果方面进行合作。具有智力价值的结果（1）所有学校，特别是那些参加了第一轨道资助第三年引入的新的试点研究项目合作的学校，积极开展科学学习;（2）设计和实施一个潜在的长期-长期区域跨学科研究项目，为所有参与者扩大合作科学探究的范围和经验。指导这一项目的建构主义教学法和哲学及其对各级积极实验室和探究式学习的强调得到了关于接触不同学生的有效战略的大量教育研究的支持。该方法为所有参与者提供了一个合作专业发展的框架。更广泛的实施：缅因州科学团伙伴关系解决了孤立的资金严重不足的农村学校的具体教育需求，以获得基于实验室的调查活动和与更广泛的科学世界的连接。预计将对各级生物科学教育改革做出贡献，并与缅因州系统大学另一个校区的其他两个GK-12项目成功持续合作。建立一个新的科学合作研究经验和主动学习研究所将为维持该项目提供跨学科的基础设施，同时为从事教学和学习奖学金的教师开发新的资源和奖励。

The Maine ScienceCorps connects science teachers and students at rural high schools with the biosciences research community of the University of Southern Maine (USM) and the Education Division of the Foundation for Blood Research (FBR). This Track 2 project seeks to institutionalize and scale up this still evolving synergistic partnership to foster a sustainable interdisciplinary learning community that infuses active learning and collaborative research and inquiry experiences into both pre-college and university bioscience education. During the final year of Track 1 funding, ten USM Immunology and Molecular Biology graduate student fellows (8 NSF-, 2 USM-funded) are partnered with teachers in twelve schools across Maine to bring advanced standards-aligned bioscience laboratory activities to about one thousand students during the year. Significant benefits and outcomes with broader impacts have included: (1) Access in rural schools to molecular biology and immunology lab activities not previously possible; (2) connection of diverse students in rural schools with scientific role models; (3) effective development of graduate student.s teaching and communication skills while increasing their awareness of their potential for contributions to pre-college science education; and (4) introduction of new opportunities for motivated teachers and students to collaborate in authentic research inquiry and in presentation of results at scientific conferences. Outcomes with intellectual merit (not completely exclusive of those listed above) have also included: (1) Increased active scientific learning in all schools but particularly in those that participated in a new pilot research project collaboration introduced in year three of Track 1 funding; and (2) design and implementation of a potentially long-term regional interdisciplinary research project expanding the scope and experience of collaborative scientific inquiry for all participants.INTELLECTUAL MERIT: The constructivist pedagogy and philosophy guiding this project and its emphasis on active laboratory and inquiry-based learning at all levels is supported by considerable education research on effective strategies for reaching diverse students. The approach provides a framework for collaborative professional development for all participants.BROADER IMPACTS: The Maine ScienceCorps partnership addresses specific educational needs of isolated severely under-funded rural schools for access to laboratory-based inquiry activities and connection with the broader scientific world. Contributions to bioscience education reform at all levels and to success in sustained collaboration with two other GK-12 projects at another campus of the University of Maine System are expected. Establishment of a new Institute for Collaborative Research Experiences and Active Learning in Science will provide interdisciplinary infrastructure for sustaining the project while developing new resources and rewards for faculty engaging in the scholarship of teaching and learning.