Track 2, GK-12: Human Impact Along the Front Range of Colorado

北科罗拉多大学(UNC)、科罗拉多州立大学(CSU)、维尔德县第六学区和波德雷学区第二轨道奖正在制定、维持和制度化其目前的GK-12计划，题为沿科罗拉多前线的人类影响。智力优势：该项目结合了科学和数学内容标准，利用区域的快速增长及其对土地利用、气候和生物多样性的影响。该项目将K-12教学、教师专业发展和研究生教育与STEM研究联系起来，使K-12教师和学生接触到当前的研究，并使研究生和本科生接触到K-12课堂和教学。该项目资助了24名研究生和10名本科生。该项目有3个目标。目标1：交付和改进GK-12计划。该项目形成了由K-12教师、GK-12研究员、K-12学生和研究人员组成的教研团队，他们全年都在互动。在暑假期间，老师、研究员和学生一起进行研究。在学年期间，研究员们在教室里与老师一起工作。举办教学和研究讲习班和座谈会，使研究人员和研究员熟悉K-12文化(由教师领导)，并使教师熟悉研究文化(由研究人员和研究员领导)。教师和研究员在学校场地或当地环境中心建立了长期的校园生态研究小区，作为学习的重点。教师和研究员开发和提供基于标准的科学和数学模块。目标2：在整个伙伴关系中使GK-12计划制度化并持续下去。该项目通过确保空间、研讨会系列和校园地块的安全，建立在成功的基础上。目标3：评估GK-12计划的有效性。一名外部评估员与GK12参与者一起领导评估，评估教师、研究员和学生的内容和过程知识；教师和研究员教学实践的变化；在增加少数群体参与STEM研究、教育和职业方面的有效性；该计划在培养教师领袖方面的有效性；及其对研究员的学位课程和职业选择的影响。更广泛的影响：该计划影响了45,000名学生的学区(维尔德县和波德雷)，其中高比例的学生来自STEM学科代表性不足的群体(47%和20%)、低收入群体(47%和20%)和/或英语学习者(10%)。该项目的重点是教师专业发展，旨在增加教师的教学知识，培训研究员如何让K-12学生参与，为少数族裔学生提供研究机会，以及为教师领导人准备发起长期的系统性变革。

0440605The University of Northern Colorado (UNC), Colorado State University (CSU), the Weld County School District 6, and the Poudre School District Track 2 award is developing, sustaining, and institutionalizing its current GK-12 program entitled Human Impact Along the Front Range of Colorado. Intellectual Merit: The project integrates science and math content standards using the rapid regional growth and its impacts on land use, climate and biodiversity. The project links K-12 instruction, teacher professional development, and graduate education with STEM research, exposing K-12 teachers and students to current research, and graduate and undergraduate fellows to K-12 classrooms and instruction. The project supports 24 graduate and 10 undergraduate fellows. The project has 3 goals. Goal 1: Deliver and refine the GK-12 program. The project forms teaching-research teams comprised of K-12 teachers, GK-12 fellows, K-12 students and researchers that interact throughout the year. During the summer, the teachers, fellows, and students work together on research. During the academic year the fellows work with teachers in the classroom. Teaching and research workshops and symposia are held to familiarize researchers and fellows with the K-12 culture (led by teachers), and teachers with the research culture (led by researchers and fellows). Teachers and fellows established long-term Schoolyard Ecology research plots on school grounds or local environmental centers as a focal point of learning. Teachers and fellows develop and deliver standards-based science and mathematics modules. Goal 2: Institutionalize and sustain the GK-12 program across the partnership. The project builds on the successes by securing the space, the seminar series, and the schoolyard plots. Goal 3: Evaluate the effectiveness of the GK-12 program. An external evaluator leads the evaluation, in concert with GK12 participants by assessing the content and process knowledge of teachers, fellows and students; changes in the instructional practices of teachers and fellows; the effectiveness in increasing minority participation in STEM research, education, and careers; the programs effectiveness in creating teacher leaders; and its effect on the degree programs and career choices of fellows. Broader Impact: The program impacts districts (Weld County and Poudre) of 45,000 students, high percentages of whom are from groups under-represented in STEM disciplines (47% and 20%), low income (47% and 20%) and/or English Language Learners (10%). The project focuses on teacher professional development designed to increase content knowledge of teachers, the training of fellows on how to engage K-12 students, research opportunities for minority students, and the preparation teacher leaders to initiate long-term systemic change.