The Bechtel K-5

Educational Excellence Initiative

AND

The GK-12 Learning Partnerships

Acknowledgements

• Steven D. Bechtel, Jr.

• National Science Foundation (DGE-0638719)

Partners

• Adams County District 50

• Aurora Public Schools

• Colorado School of Mines

Investigators

• Barbara M. Moskal, PI

• Catherine Skokan, Co-PI

• Graeme Fairweather, Co-PI

• Gary Baughman, Co-PI (Bechtel)

• Tina Falconer, Co-PI (GK-12)

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+)

Project Managers

• Michael Ewing, Bechtel, Gk-12 and BPC

• Agata Dean, Extension Manager

• Ashlyn Hutchinson, Alice Assessments

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.

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”;

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;

Model

• Summer workshop

• Graduate student academic year support (varies by program)

• Student activities

Direct benefits to teachers

• Partnership with Colorado School of Mines graduate student

• Honorarium

• Option of continuing education credit from CSM

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

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

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

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

Benefits to graduate students

• Classroom experience• Increased publication and

presentation experience• Improved communication skills• Improved team skills• Grant writing experience

Benefits to graduate students (cont.)

• Increased visibility and recognition in school (awards, presentations)

• Financial support• Enhanced thesis opportunities• International experience

opportunities

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

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

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.

Related projects

• Colorado Commission on Higher Education

• NSF Scholarship Program (Dr. Lauri Burke)

• Alice Workshop

• Establishment of a secondary certification program at Mines

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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