Organizational Overview

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The Bechtel K-5 Educational Excellence
Initiative AND The GK-12 Learning Partnerships
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Acknowledgements

• Steven D. Bechtel, Jr.
• National Science Foundation (DGE-0638719)

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Partners

• Adams County District 50
• Aurora Public Schools
• Colorado School of Mines

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Investigators

• Barbara M. Moskal, PI
• Catherine Skokan, Co-PI
• Graeme Fairweather, Co-PI
• Gary Baughman, Co-PI (Bechtel)
• Tina Falconer, Co-PI (GK-12)

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Current collaborations among partners

• Bechtel Educational Excellence (K-5)
• GK-12 Learning Partnerships (6-8)
• Alice Workshops (9-12)
• Broadening Participation in Computer Science
  (9-12)

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Project Managers

• Michael Ewing, Bechtel, Gk-12 and BPC
• Agata Dean, Extension Manager
• Ashlyn Hutchinson, Alice Assessments

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Goals of Bechtel Educational Excellence

• to complete research on why K-5 students lose
  interest in mathematics and science and how this
  trend can be reversed or prevented
• to create K-5 programs that promote interest in
  mathematics, science and engineering
• to create pre-service and in-service programs
  that improve elementary teachers competence and
  confidence in their mathematical and scientific
  knowledge and increase their use of hands-on
  instruction in the classroom.

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Goals of GK-12 Learning Partnership

• To create a culture of cooperation among
  university, middle school mathematics and science
  teachers, graduate teaching fellows toward the
  common goal of improving the mathematics and
  science education of middle school students
  receive
• To enrich the content and pedagogical knowledge
  of middle school mathematics and science teachers
  with respect to the application of mathematics to
  earth science and engineering and provide an
  opportunity for teachers to become highly
  qualified

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Goals of GK-12 (cont.)

• To enrich the learning experience of middle
  school students by creating problem centered,
  interdisciplinary learning environments that
  illustrate current research and focus on the
  application of mathematics to earth science and
  engineering
• To compare the effectiveness of two different
  models for middle school intervention

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Model

• Summer workshop
• Graduate student academic year support (varies by
  program)
• Student activities

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Direct benefits to teachers

• Partnership with Colorado School of Mines
  graduate student
• Honorarium
• Option of continuing education credit from CSM

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Indirect benefits to teachers

• Improved content knowledge
• Opportunities to become highly qualified
• Increased knowledge of the applications of
  mathematics and science to engineering
• Increased classroom resources
• Improved team skills

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Indirect benefits to teachers (cont.)

• Access to ready to use mathematics and science
  curricula
• Better understanding of technology
• Availability of software and curricula that have
  been developed based on their classroom needs

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Benefits to students

• Performance on Colorado Student Assessment
  Program higher for treatment than control
• Increased exposure to the applications of
  mathematics and science to engineering
• Increased use of technology
• Additional after school academic activities
• Increased classroom resources

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Benefits to students (cont)

• Software and curriculum development based on
  student needs
• Availability of college role models
• Increased interest in science, mathematics and
  computer science
• Increased exposure to and interest in college
• Successful participation in academic
  competitions, including several awards

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Benefits to graduate students

• Classroom experience
• Increased publication and presentation experience
• Improved communication skills
• Improved team skills
• Grant writing experience

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Benefits to graduate students (cont.)

• Increased visibility and recognition in school
  (awards, presentations)
• Financial support
• Enhanced thesis opportunities
• International experience opportunities

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Benefits to faculty

• Increased acceptance of educational research at
  CSM as a form of scholarship
• Related funding opportunities
• Professional recognition
• Increased publication and presentation
  opportunities

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Workshop Goals

• Introduce to practicing teachers the applications
  of mathematics and science to engineering
• Prepare teaching fellows for the classroom
• Create cooperative classroom teams-- teachers and
  teaching fellows
• Create a fluent transition from elementary
  mathematics and science to secondary mathematics
  and science

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Fellows Role in the Classroom

• The fellows are required to spend at least 10
  hours in direct contact with the students. Due
  to course schedules, many fellows may only be
  able to be at the school on 2 or 3 days each
  week. Please try to accommodate the fellows'
  classroom schedules. The major activity of the
  teaching fellows should be to assist in hands-on
  learning activities.

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Related projects

• Colorado Commission on Higher Education
• NSF Scholarship Program (Dr. Lauri Burke)
• Alice Workshop
• Establishment of a secondary certification
  program at Mines

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Opportunities

• Trip to Washington, DC
• Trip to Guatemala
• MAA regional conference (paid for by the
  ExxonMobil corporation)
• Tech Camp for students

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• Who are you?