New GK12 GlobalWatershed: Integrating Rural and Global Perspectives with Research and Technological Advances

AbstractThis奖是根据2009年美国复苏和再投资法案（公法111-5），并符合第2节规定的要求，题为白宫备忘录，确保负责任的支出复苏法基金，日期为2009年3月20日。 我还确认，作为认知项目官员，该提案不支持《恢复法》A部分第1604节所述的项目。 在项目GlobalWatershed，研究生研究员将进行流域科学主题的研究，在一系列规模和文化背景下，同时与初中/高中教师合作，创建将这些知识传授给学生的课程计划。GlobalWatershed的目标是：（a）扩大传统的STEM研究生培训，使研究生能够获得更好的教学和沟通技能，并对其研究的科学背景有更好的认识，并使这种扩大的培训成为MTU的永久性设备，并丰富为低收入和高美洲土著人口服务的当地K12学校和索诺拉的STEM学习和教学，墨西哥K12学校系统，特别是通过将最先进的流域研究转化为K12水平，并使这种丰富在这些学校可持续发展。研究员将接受有效教学技巧、学习方式、课程规划、课堂管理、评估科学能力的方法、基于调查的科学教学方法、科学研究的教学概念以及土著观点和对其他学习方式的认识和敏感性方面的培训。教师将参加专业发展研讨会，了解流域科学研究和方法。将由研究员和教师就一系列分水岭主题制定课程计划和单元，纳入中学课程，包括科学、数学和社会研究。这些材料将与适当的密歇根州和索诺拉教育标准保持一致。

AbstractThis award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5), and meets the requirements established in Section 2 of the White House Memorandum entitled, Ensuring Responsible Spending of Recovery Act Funds, dated March 20, 2009. I also affirm, as the cognizant Program Officer, that the proposal does not support projects described in Section 1604 of Division A of the Recovery Act. In project GlobalWatershed, graduate Fellows will conduct research in watershed science topics, at a range of scales and cultural contexts, while working with middle/high school teachers to create lesson plans that transfer this knowledge to their students. The goals of GlobalWatershed are to (a) expand traditional STEM graduate student training to allow graduate students to acquire improved teaching and communication skills and to gain a greater appreciation of the scientific context of their research, and make this expanded training a permanent fixture at MTU and to enrich STEM learning and instruction in local K12 schools serving low-income and high Native American populations and a Sonora, Mexico K12 school system, specifically by translating state-of-the-art watershed research to the K12 level, and make this enrichment sustainable at these schools. Fellows will receive training in effective teaching techniques, learning styles, lesson planning, classroom management, ways of assessing science proficiency, inquiry-based approaches for teaching science, teaching concepts of scientific research, and indigenous perspectives and awareness and sensitivity to other ways of learning. Teachers will attend professional development workshops to learn about watershed science research and methodologies. Lesson plans and units will be developed by Fellows and teachers on a range of watershed topics, to be incorporated into secondary school curricula, including science, mathematics, and social studies. These materials will be aligned with appropriate Michigan and Sonora educational standards.