HR: 1340h
AN: ED23A-1247    [Abstracts]
TI: Assessment of the CATTS Students Across Borders Program: Implications for other GK-12 Programs
AU: * Reynolds, A C
AF: Department of Geosciences, University of Arizona, Tucson, AZ 85721 United States
AU: Regens, N L
AF: Department of Agricultural Education, University of Arizona, Tucson, AZ 85721 United States
AU: Gray, F
AF: Department of Geosciences, University of Arizona, Tucson, AZ 85721 United States
AU: Hartstone, L C
AF: Department of International Studies, University of Arizona, Tucson, AZ 85721 United States
AU: Donovan, C
AF: Desertview High School, Sunnyside School District, Tucson, AZ 85706 United States
AB: The Collaboration for the Advancement of Teaching Technology and Science (CATTS) is a Track 2 GK-12 program based at the University of Arizona which partners with local school districts to improve science, mathematics and technology teaching at all levels. The partnership provides students selected for the CATTS program a prestigious NSF Graduate Teaching Fellowship in K-12 Education to work with K-12 teachers as resource agents. The goals of the CATTS program are to establish sustainable partnerships with K-12 educators that integrate science, mathematics, engineering and technology research into classroom learning experiences, to create opportunities for graduate and undergraduate students to be active participants in K-12 education, and to foster effective teaching and a greater understanding of learning at all levels. One project within the CATTS program is the Students Across Borders (SAB) program. SAB, established in 2002, welcomes Hispanic and other minority high school students in their sophomore and junior years to the University of Arizona campus for a week-long, summer workshop in the natural sciences. The program is designed to nurture the Earth science interests of these students and to mentor them through the college application process. The vision of SAB is to empower students to change their fortunes by guiding them through borders that often separate them from success in higher education and careers in science. As a second component of the program, SAB sends graduate and undergraduate students (CATTS fellows) from the University into local high schools during the school year following the summer workshop to work directly with participating educators in the classroom environment. For three years, SAB has proven successful in both components of the program, as evidenced by the success of SAB alumni entering college and by the enthusiasm and continued involvement of educators in accepting fellows into their classrooms. Numerous lessons and student science fair projects have directly resulted from the CATTS/SAB presence in the classroom. However, maintaining links between goals of the summer workshop and the goals in the classroom continues to be a challenge. This poster examines the design and implementation of the SAB program, including fellows' transition from workshop to classroom, and attempts to identify areas where the linkages between the two components of the program can be strengthened. In addition, the strengths and weaknesses of the SAB program are assessed using follow-up interviews with participants and past Fellows and educators. These assessments strengthen the SAB project and the CATTS program, in general. These assessment findings have wide applicability to other educational GK-12 preparation workshops. This program is sponsored by the National Science Foundations 's Track 2 GK-12 program under grant DGE0228247.
DE: 0820 Curriculum and laboratory design
DE: 0840 Evaluation and assessment
DE: 0850 Geoscience education research
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005