II. Goal and Objectives

              The goal of this project is to promote interest, achievement, and the excitement of inquiry in Science, Technology, Engineering, and Mathematics (STEM) in Appalachian middle schools. This goal will be achieved by pursuing the following specific objectives.
1. Increase middle school student interest, learning, and achievement in STEM subjects through
•      Augmenting inquiry-based teaching, cooperative learning activities, and other student-centered instructional strategies to meet state and national education standards.
•      Developing open-ended projects that integrate different areas of science, technology, and mathematics (e.g., assembling/programming Lego Mindstorm robots, sampling/testing water from local streams, and designing project related Web sites).
•      Visiting local businesses (Lexington Herald Leader newspaper), industries, (Toyota automobile factory), and labs (Sherwin Williams paint laboratory) to observe real-world applications of STEM.
•      Providing role models for middle school students by placing STEM Fellows in the middle school classrooms.
For example, Rockcastle County Middle School students have a significant exposure to computers. The STEM Fellow matched with that school might prepare a unit of programming activities using the ROBOLAB software for programming and controlling LEGO robots. In this unit, students would design, build and program robots to solve specific engineering problems (e.g. Testing the turning capabilities of cars with different size wheel bases). ROBOLAB offers 8 levels of programming activities, thereby allowing students at any skill level to write programs. These exercises will enable students to learn to think creatively and logically while addressing Kentucky Core Content in both science and math (SC-M-1.2.1 to SC-M-1.2.1; MA-M-2.2.5)

2. Improve and update the middle school teachers’ content knowledge in STEM disciplines, and its applications, and increase their confidence level in applying this knowledge in the classroom through
•      Establishing collaborative teams of middle school teachers with STEM Fellows and EKU faculty.
•      Providing professional development workshops for middle school teachers on STEM content and methods of inquiry-based teaching.
•      Creating incentives such as low or no cost tuition for graduate credit in content areas for middle school teachers.
      One set of activities here will involve the use of Calculator Based Laboratories (CBLs). The CBL system consists of a relatively small hand-held unit to which different probes may be attached that will measure temperature, acidity, motion, or force. The unit is also connected via cable to a graphing calculator. The use of the CBL provides opportunities for real-life applications of math functions, quick and accurate scientific data collection and analysis (e.g. water testing), and easy transfer of data to computers. A set of these calculators donated to Madison Middle School has not been used because teachers do not know how to use them. A STEM Fellow would be able to train the teacher in their use and assist in planning activities for students. These activities would address both math and science Kentucky Core Content (MA-M-3.2.1 to MA-M-3.3.4 and Academic Expectation 2.1).

3. Improve the communication and teaching-related skills of the STEM Fellows by their
•      Participating in professional development workshops on inquiry-based teaching and middle school education.
•      Participating regularly in middle school classroom activities.
•      Planning STEM classroom assessment strategies with middle school teachers and faculty mentors.

4. Improve the cooperation between public schools and the University by
•      Forming collaborative teams, each of which includes a middle school teacher, a STEM Fellow, and a university faculty member.
•      Communicating continuously through the Internet and regularly scheduled meetings.
•      Participating in workshops that bring together faculty, STEM Fellows, and middle school teachers.

5. Disseminate the results of project activities by
•      Creating and maintaining an informational Website for STEM content and inquiry-based methodology.
•      Delivering in-service workshops at participating and non-participating area middle schools.
•      Faculty mentors, middle school teachers, and STEM Fellows presenting papers at professional conferences.
•      Publishing project results in appropriate professional journals.

III. Conceptual Focus
After consulting with school principals and GK-12 school teachers, EKU and its partner schools have chosen to target the middle school grades for the following reasons:

1.      Typically, middle school science teachers do not major in a single science discipline or mathematics, and therefore experience little exposure to inquiry-based instruction or how to introduce such instruction into a curriculum. For example, data from the Spring 2001 Kentucky performance reports1 for the participating schools provide instructive information about science instruction. When asked if they use equipment such as microscopes, computers and beakers in investigations, only 5-19% of the students responded that they do so, and even then only 2 or 3 times a week. When asked if they design and conduct scientific experiments, 14-27 % indicated that they do this once a week. Only 20-25% of the students indicated that they discuss investigations with teachers or other students once a week. EKU faculty and STEM Fellows can provide guidance to the teachers on how to introduce inquiry-based instruction into the curriculum. Such interactions can also enhance the teachers’ knowledge of content, applications and, current trends
in STEM disciplines.

2.       Many students, especially females, lose interest in mathematics and science during the middle school years.5,6 It is difficult to rekindle this interest when students reach high school. Thus, the middle school years are pivotal in the development of scientifically literate population. In addition, and in contrast to high school and beyond where science courses are taught as separate disciplines, middle school science instruction is often interdisciplinary. Thus, middle school presents an excellent opportunity to develop an interdisciplinary and inquiry-based science curriculum. Such a curriculum would involve student participation and, consequently, should be more effective in maintaining students’ interest in STEM disciplines.

3.       All of the participating middle schools have large class sizes, typically between 28 and 34. The maintenance and control of such a class is, by itself, a formidable task and the introduction of inquiry-based instruction is generally out of reach for these science and mathematics teachers. The proposed project would provide help to teachers in both content expertise and classroom teacher-power in the form of STEM Fellows and faculty mentors. Altering the make-up of the classroom will make starting and expanding inquiry-based teaching more manageable.
4.       In the economically depressed, rural Appalachian region of eastern Kentucky, many schools have an appreciable number of students at risk as indicated by their participation in the federally funded free or reduced lunch programs. Student academic performance in the STEM areas generally ranks average to lower than average in the participating schools (Table 1).1,9 In Kentucky, the Comprehensive Test of Basic Skills (CTBS) test battery is given in sixth grade. This includes reading, language arts, and math. These data show that the participating schools ranked between the 39th and 66th percentiles nationally. There is also a science test, but schools are not required to give it. The Commonwealth Accountability Testing System (CATS) tests are state-generated proficiency tests used to assess statewide educational reform efforts. The science test is given in seventh grade and the math test in eighth grade. The rating system for the CATS tests is as follows: Novice = 26; Apprentice = 80; Proficient = 100 and Distinguished = 140. None of the participating schools has achieved above the Apprentice level on either the math or science CATS tests. The proposed project will increase the achievement of the at-risk and low achieving students in the target schools. Perhaps even more importantly, the STEM Fellows will serve as much needed role models for students in the Appalachian region of eastern Kentucky, which is relatively devoid of high technology business and industry.

5.       The introduction of inquiry-based instruction in middle schools is also hampered by lack of sufficient resources (material and personnel). Hence, the budget includes funds for personnel to either purchase or develop and construct special equipment, and for computer software or special-purpose materials related to the project. Some of these (Lego Robots and CBLs) will be available at EKU for the teachers to check out for use in middle schools as necessary. The STEM Fellows will assist with the preparation, training, and use of these materials for instructional purposes.
Table 1. Economic condition and academic performance (Spring 2001) of participating schools. Table 1 to be updated
See Section 3A-III-4 for a description of these tests. State mean for CATs is 64.5 for science and 62.4 for math. None of the CATS scores presented in the table is above Apprentice level.


B. PROJECT PLAN
I. Training
Summer workshops. For the successful implementation of the project plan, it is absolutely critical that all participants be provided with appropriate training. An intensive one-week training workshop for all participants will occur in August of each project year. Dr. Wilder will oversee the organization of the workshop and will be assisted by Drs. Cook and Otieno and by Mr. Hargis, a science teacher from Rockcastle County Middle School and Co-PI. The workshop will serve as an orientation to the project, provide the first opportunity for all the participants to meet together as a group, and continue strengthening the current, enthusiastic partnerships that are necessary for the success of the project. Activities will include work in six primary areas for STEM Fellows, STEM Teachers, and EKU Faculty mentors, namely:
•Gaining increased familiarity with Kentucky and national mathematics and science standards.
•Training in inquiry-based teaching strategies.
•Gaining hands-on experience with exemplary inquiry-based curricular materials that are aligned with Kentucky and national standards.
•Planning ways to incorporate inquiry-based strategies and curricular materials in specific classes taught at schools by teachers participating in the project.
•Gaining increased familiarity in general topics necessary for the smooth functioning of the project including Internet-based communication (e-mail, Blackboard, and website development and management), the establishment of various organizational/management units (Teams, Clusters, Central Committee), instruction on assessment strategies and methods, and the clear communication of the responsibilities of each participant.
•Identifying possible modules of inquiry-based instruction to be developed by the teams during the project year to meet the specific needs of the participating middle schools.
Several consultants recognized for their expertise in the areas of content, standards, pedagogy and improvement of inquiry-based teaching techniques will be brought in to contribute to the training sessions.


Ongoing training sessions. These will include biweekly conferences among members of each Team to discuss the progress and problems with development and implementation of the project activities. Although it is anticipated that the two Teams that form a Cluster (see Section VI) in a given school will interact frequently, there will nevertheless be at least one monthly formal meeting of the Cluster. These meetings will be held at participating middle schools. There also will be a formal meeting for all participants at the end of the first semester to review grant activities. This meeting will offer the Teams/Clusters opportunities to share ideas and experiences. These can be used to strengthen and improve activities in subsequent semesters, including scheduling additional trainings if necessary. Another workshop will be conducted at the end of the second semester to review and evaluate all grant activities for the year, and to modify activities planned for subsequent years of the project.

Professional Development for STEM Fellows. Preparation of the Fellows will begin during the summer workshop. Once a team has been established, the three members will meet to discuss the background of the given school, demographics of its student population, and the coordinated plan for receiving the Fellow and implementing the project. The team will operate in a tripartite partnership in implementing the inquiry-based curriculum enhancement. The teacher will be a resource concerning pedagogical practices, the faculty mentor will assume the major role in the area of content and applications, and the Fellow will shoulder the responsibility for the planning and implementation of the inquiry-based units. Thus, the parallel partnership and active participation among the team members will be firmly established from the onset of the project. It is recognized that the STEM Fellow will likely be under-prepared for the task of teaching middle school-aged students. Hence, through on-site training with their STEM Teacher and participation in activities sponsored by The Center for Middle School Academic Achievement (Section 3B-II), the Fellows will be trained in early adolescent characteristics and positive classroom management strategies. Additional preparation of the Fellows is discussed in Section 3B-IV.

Professional development for STEM Teachers. As described above, the preparation of the teachers will begin during the summer workshop. Specific professional development activities for the STEM Teachers will update them with new disciplinary knowledge, use of experimental design and the incorporation of technology in classroom instruction. Association of the middle school teachers with the STEM Fellows and EKU faculty members will enhance their ability to refine inquiry-based STEM activities and use inquiry-based curricular materials. This increased knowledge base will surely add to the confidence of the STEM Teachers to attempt additional, new, inquiry-based activities with their students in the future. Through the formal and informal training in the use of electronic communication and dissemination of materials, the STEM Teachers will be encouraged to interact with others having an interest in teaching STEM at the middle school level beyond their own school’s physical boundaries. These exchanges should lead to an increased pool of ideas and solutions for use in the teachers’ classrooms.
II. Relevant history of EKU in K-12 activities (Resources) This proposed project will build on several existing EKU/K-12 partnerships. Eastern Kentucky University plays a critical role in reducing the digital divide existing in its Appalachian service region. The importance of this role is magnified by the fact that EKU is the largest educator of teachers in the Commonwealth and because its graduates serve one of the most educationally and economically depressed regions in the nation. Through its long-standing commitment to STEM education and established links with K-12 schools in its service region, EKU is well positioned to support the implementation of this program. Examples of commitment and collaboration include:
The Science Education Center. This Center is involved in providing a variety of professional development workshops tailored to meet the specific needs of regional science teachers and has supported many other projects which enhance K-12 science education. These include Eisenhower Grants funded by Kentucky Council on Postsecondary Education providing science education workshops for in-service teachers, two PRISM Grants for introducing inquiry-based physics and biology courses for pre-service elementary and middle school teachers with funding by Eisenhower monies through the state of Kentucky, and grants from professional education organizations encouraging the participation of girls in science activities. The Center also serves as the regional Project WILD center providing training for approximately 200 pre-service and 40 in-service teachers each year in this environmental education curriculum.

The Center for Middle School Academic Achievement. This Center funds content course development for in-service middle school teachers throughout the state. These courses require the collaboration of arts and science faculty with education faculty. Seventy percent of these courses are offered at EKU. The Center also hosts summer workshops and professional education programs for teachers on campus.

Professional Education Fellows Program. This program supports EKU arts, science and education faculty members to help local K-12 schools with identified areas of need. A requirement of this program is that the faculty members spend the equivalent of 2 weeks working with students and teachers in their school. Three project faculty members (Cook, Staddon and Wilder) are already working in regional middle schools as part of the 34 Education Fellows currently participating in this program. The College of Education funds this program.

PT3 Grant. This project is designed to prepare teachers to use technology. Through PT3, EKU is improving preparation of teachers by enabling them to be more adept at applying technology to learning strategies that will, in turn, enhance student performance. Two project faculty members (Cook and Staddon) are involved with this program. This project is funded by the U. S. Department of Education.

Computer Science Summer Camps. For several years, EKU’s Department of Computer Science has been organizing a summer camp for teaching middle school girls how to design and program robots and use a variety of computer applications. Similar activities will be adopted for this project. NASA EPSCoR has funded this project.

Middle School Academies. EKU faculty members have participated as instructors for annual middle school professional development workshops both in science and mathematics. These workshops are designed to boost middle school teachers’ content knowledge in STEM disciplines and are sponsored by the Kentucky Department of Education.

Course Development for K-12 Teachers. In recent years, several faculty in STEM disciplines (J. Cook, Physics; M. Dieckmann, Earth Sciences; M. Wilder, Science Education; D. Vance, Chemistry, B. Janeway, Computer Science) have developed both undergraduate and graduate classes specifically for K-12 teachers. The majority of these classes employ inquiry-based pedagogy to teach science content. These classes enroll approximately 200 pre-service and in-service teachers each year.

Other Activities. Faculty members within the science and mathematics departments have been involved individually in K-12 activities. One of the faculty participants, J. Cook, has received two grants from the Kentucky Space Consortium (NASA EPSCoR) to provide classes for middle school science teachers. In addition, many faculty members regularly participate in specific activities at K-12 schools including science fairs, science days, demonstrations and career days.

III. Alignment of planned activities with middle schools' educational needs
The participating schools have several similar overall needs mentioned in Section 3A. In addition, they have individual needs that have been identified using national and state test data and through planning meetings between EKU faculty and middle school teachers. A significant advantage to the structure of our project is that it allows us to tailor project team activities to the particular requirements of participating schools. Thus, teams will be matched to schools based upon the expertise of team members and the specific needs of the school.

Several specific cases illustrate the matching process. Jackson County Middle School placed 39th percentile in mathematics on the CTBS (Table 1), so a math STEM Fellow will be placed in that school. Teachers at Rockcastle Middle School identified a need for expertise in redesigning an exploratory computer science course, thus a computer science STEM Fellow will be assigned there. Other needs identified by teachers, and which will be targeted by STEM teams include, (1) differentiating instruction within a single classroom due to multiple ability levels, (2) planning problem-based/inquiry instruction, (3) obtaining inquiry-based curricula, (4) securing equipment and supplies necessary for inquiry based instruction, (5) managing inquiry based instruction in overcrowded classrooms and (6) increasing content knowledge of the teacher.

IV. Fellows in Middle Schools
STEM Fellows will spend at least 10 hours per week for 36 weeks as classroom resources for middle school teachers. Their activities will occur in three steps: (1) Classroom observation, during which Fellows will familiarize themselves with the teacher’s style, student behavior and level of science preparation, resources available, and classroom environment. (2) Instructional assistance with lessons, that are planned and prepared by the teacher. (3) Implementation of inquiry-based instruction prepared by the project teams and taught by the Fellow.
      All STEM Fellows will be involved in classroom science and mathematics activities. The science activities will be based on Kentucky Core Content for Assessment for middle schools (based in turn on National Science Education Standards). The Science Core Content requires students to develop a conceptual understanding of Physical, Life, and Earth/Space Science, have the opportunity to use scientific inquiry and develop the ability to think and work as scientists, and develop an appreciation of the applications/connections of science to real life situations.1 Mathematics activities will be based on Kentucky Core Content for Mathematics Assessment for middle schools (based in turn on National Council of Teachers of Mathematics Standards). The Mathematics Core Content expects the students to develop an understanding of mathematical concepts, skills and an appreciation of the relationship of mathematics to the real world.1       As described in Section 3B-III, the STEM Fellows will be placed in schools based on each school’s greatest need. To facilitate effective incorporation into the school, each STEM Fellow will be mentored by one STEM Teacher. However, all of the participating schools have interdisciplinary grade level teacher teams and, consequently, the STEM Fellow will be a resource to all the teachers on the team.
      To ensure that Fellows are well prepared to serve as resources to STEM Teachers, orientation to the project and schools will begin as part of the recruitment and selection process for Fellows (Section 3B-V). All prospective STEM Fellows will receive information on participating middle schools, (locations, student backgrounds, levels of achievement on standardized exams, teachers, etc.) and introductory articles on introducing inquiry-based science in middle schools. Each prospective STEM Fellow will be required to submit an essay, drawing upon this background information, describing why he/she wants to become a STEM Fellow, which school system would be appropriate for him/her to become involved with, and why. Once a STEM Fellow has been selected, and before arriving, he/she will be placed in contact with the teacher(s) at the middle school in which they are most interested, and with the STEM faculty with whom he/she will be working. STEM Faculty and teachers will initiate a liberal exchange of ideas, questions, etc. about the goals and expectations of the project among the members, including the new STEM Fellows. More elaborate training will be provided to the selected Fellows at a summer workshop before they begin classroom activities (Section 3B-I).

V. Recruitment and Selection of STEM Fellows
The recruitment and selection of STEM Fellows will be an essential step in the success of this project. This function will be carried out by a selection committee (chaired by Dr. K. Jones) consisting of a representative group of EKU faculty and STEM Teachers. The STEM Fellows must possess a clear knowledge of their content area, be able to effectively share that knowledge with both their assigned middle school teacher and a class of students with a varied academic background, and be a conduit between the middle school classroom and their university mentor.
      The project will require 8 graduate and 4 undergraduate students as Fellows. We will utilize both internal and external recruitment activities. Internal recruitment will be from the pool of students already enrolled in the EKU STEM departments. These students will be contacted through their departments. Announcements will also be made through several media including the college radio, newspaper, fliers, and appropriate Web pages in the university. Activity at these Web sites will be monitored as part of the assessment process for this project. The highest degree offered by EKU is at the masters level. In the 2000-2001, academic year 152 students applied for admission to STEM graduate programs at EKU. Of these, 87 were accepted for admission and 74 (of which 53 were domestic students) actually enrolled. The corresponding data for the 2001-2002 academic year are 191, 99, 60, 41, respectively. Based on these statistics and the external recruitment activities described below, it is reasonable to expect that we will identify eight highly qualified graduate students for the first cohort of STEM Fellows. Further, the stipend is very generous by EKU standards and will surely increase the pool of STEM applicants to our respective STEM departments. An excellent and substantial pool from which to recruit undergraduate Fellows is EKU’s Honors Program. This program, enrolling about 260 students annually, has an outstanding reputation. About 100 students enrolled in the program each year are in STEM disciplines.
      External recruitment of both graduate and undergraduate Fellows will include extensive advertisements in various places including newsletters to the community and alumni, commercial job fair sites (www.CollegeRecruiter.com), major journals of the disciplines participating in the project, newsletters to underrepresented groups affiliated with STEM disciplines (Graduate Women in Science, Association for Women in Mathematics, Association for Women in Computing, Association for Women Geoscientists, Caucus for Women in Statistics, Women in Science and Engineering). In addition, a brochure detailing the program will be sent to all eligible applicants to the graduate programs of each participating STEM department at EKU.
      In an effort to recruit members of underrepresented groups, we will use the current Ronald E. McNair Scholars Directory to contact potential minority students interested in pursuing graduate studies in the STEM areas. Also, recruitment activities will target STEM departments at historically black (HBCU) and high-minority colleges. One example is Kentucky State University, an HBCU only 45 miles away. There are other historically minority colleges within easy driving distance from EKU in neighboring states. Examples include Fisk University and Knoxville College in Tennessee, Central State and Wilberforce Universities in Ohio, West Virginia State College in West Virginia, and Alabama State University, Miles College, Stillman College and Tuskegee Institute in Alabama.
      In all these recruitment activities, the project personnel will work closely with other units on campus that are involved with recruitment (Admissions Office and Graduate School) and those that are involved with recruitment and retention of underrepresented groups (Office of Multicultural Affairs, Equal Opportunity Office, University Diversity Committee).
      All individuals responding to advertisements will receive an informational brochure detailing the project and application/selection process. All prospective applicants for the STEM Fellowship must first be accepted into the programs of their respective departments and meet all the normal academic requirements. In addition, the applicants will be required to write an essay, as described in Section 3B-IV, and arrange to have 3 letters of recommendation sent to the Selection Committee. The essays will be reviewed during the spring prior to enrollment in EKU and participation in the project the following fall. It is essential to select Fellows who are willing to make contributions beyond the minimum program requirements. However, this should not be done at the expense of their other educational activities. Hence, graduate candidates must submit a letter of commitment from their thesis research advisor acknowledging the program requirements.
      The Selection Committee will rank all applicants and interview the top candidates, either in person or via telephone. At least twice the anticipated number of available STEM Fellows will be interviewed. The selection of STEM Fellows will be based on their likely success in both their graduate studies and within the project. The criteria will include the academic background of the applicants, the strength of the letters of recommendation, the applicants’ essays, the interview of the applicants, and any history of participation in GK-12 activities.

VI. Organization and Management
1. Organizational structure and responsibilities of project participants
      The EKU Science Education Center (SEC) will serve as the management hub for our NSF GK-12 project. One of the Co-PI’s, Dr. M. Wilder, is a co-director of the Center. One of the most important functions performed by SEC is providing a conduit through which university science departments can interact with K-12 schools. It supports many grant-funded projects that enhance K-12 science education (Section 3B-II). This is primarily accomplished through professional development workshops for K-12 science teachers. The SEC office will be the primary contact point for university and school system personnel involved in the project. It will also provide office space and an EKU-funded Graduate Assistant to assist with support work.
      The proposed activities will be implemented by a carefully selected team whose organizational structure is shown schematically in Figure 1. The Principal Investigator (Dr. Otieno) will serve as the project Director and will have the overall responsibility for the administration of the award. He will be assisted by a Coordinator (Dr. Wilder) selected from the College of Education. A Central Committee will serve as an advisory board to the Director. The Committee will be chaired by the Director and will include the Coordinator, two STEM Fellows, two STEM Teachers and two EKU faculty members representing six small Clusters. Committee members will be selected by the Director from nominations made by the Clusters and will be chosen to ensure a balance in available expertise relevant to the needs of the project. Each Cluster will consist of two Teams of three individuals. The primary function of the Clusters will be to provide local communications between the Teams working in the same school. Each Team will consist of a STEM Fellow, a Faculty Participant and a STEM Teacher. The Team is the basic unit in this project and will provide the most important activities required for achieving the project objectives. The specific responsibilities of the different categories of the participants are:
Director/PI (Dr. Tom Otieno): (a) Administering the award, managing the project, and interacting with NSF. (b) Being an integral participant in the education, training, and assessment activities of the GK-12 project. (c) Attending the meeting convened by NSF in Washington, D.C. (d) Chairing the Central Committee. (e) Being a faculty participant (see below).
Coordinator/Co-PI (Dr. Melinda Wilder): (a) Being a liaison between EKU and the schools. (b) Playing a leading role in training activities of the GK-12 project. (c) Being a resource to all Fellows and faculty participants for educational issues and pedagogy. (d) Being involved in the overall assessment of the project by periodically visiting each participating school. (e) Participating in training, developmental and follow-up workshops as well as cooperating in overall program evaluation to be conducted by NSF.

Co-PI (Mr. Brandon Hargis): (a) Assisting in the planning and running of summer workshop. (b) Representing teachers in the Resource Committee (c) Being a STEM Teacher (see below).
Figure 1. to be updated

Director (PI); Coordinator (College of Education representative); Central Committee (Director, Coordinator, 2 Faculty, 2 STEM Fellows, 2 STEM Teachers); Cluster (2 Faculty, 2 STEM Fellows, 2 STEM Teachers); Team (T1, T2, etc.: 1 Faculty, 1 STEM Fellow, 1 STEM Teacher).
Central Committee (members selected as outlined above): (a) Serving as an advisory board to the Director. (b) Providing communications between the Clusters. (c) Monitoring the activities of the Clusters periodically. (d) Recommending to the Director workshops needed. Clusters (2 Teams from each school. See Fig. 1): Providing local communications between teams.

Teams (Faculty, Fellow, Teacher. See Fig. 1): (a) Reviewing/improving the contents of science and mathematics curricula. (b) Introducing/enhancing inquiry-based instruction into the classroom. (c) Introducing to the students and schools new trends, discoveries, products, methods and skills in science and mathematics. (d) Conducting regular conferences/workshops. (e) Creating additional laboratory activities in science and mathematics courses. (f) Helping teachers evaluate student performance by analyzing student tests, quizzes and other data. Faculty Participants (See Table 4): (a) Supporting Fellows and teachers on content and applications in field of expertise. (b) Ensuring that the assigned Fellow is following through with responsibilities. (c) Conducting periodic conferences with Fellow and STEM Teacher. (d) Participating in training, developmental and follow-up workshops as well as cooperating in overall program evaluation to be conducted by NSF. STEM Fellows (to be recruited): (a) Serving as resource to STEM Teachers (10–15 hours per week at a participating school with five hours per week for preparation). (b) Participating in training, developmental and follow-up workshops as well as cooperating in overall program evaluation to be conducted by NSF.

STEM Teachers (See Table 2): (a) Supervising Fellows at GK-12 schools. (b) Being a resource to Fellows on teaching and curriculum issues. (c) Participating in training, developmental and follow-up workshops, and cooperating in overall program evaluation to be conducted by NSF.

Additional responsibilities: There will also be a Resource Committee (T. Otieno B. Farrar, M. Frisbie, B. Hargis,) to oversee the allocation and effective use of resources. C. Rhee will be in charge of the development and maintenance of the project web site. M. Wilder, B. Hargis, J. Cook, and T. Otieno will lead in the planning and running of the summer workshops, whereas K. Jones will be in charge of recruitment activities. M. Frisbie will oversee Assessment and evaluation of the project’s activities by working with the assessment consultant, K. Carey.

2. Project Timeline
      The project timeline over the period of the NSF award is summarized below. Time for recruitment of Fellows and initial project planning and participant training is provided at the beginning, while time for final project assessment, dissemination of results and planning for post-grant activities is provided at the end. The timeline allows for 2½ years of Fellowship support.
Timeline is to be updated
Jan-June 2003:
Recruitment of Fellows. Development of project website. Middle school teachers and EKU faculty meet to assess specific school needs and plan for the summer workshop.
May-Aug. 2003:
Faculty and teachers develop training materials for summer workshop. Fellows become involved in July.
Aug. 2003:
One-week summer training workshop for all participants.
Aug. 2003-May 2005:
Two full academic years of middle school project activities
June 2005-Dec. 2005:
Final Project Evaluation. Planning for post-grant activities.

VII. School District Participation
      This project involves a true long-term partnership between EKU and six middle schools (Table 2) in four counties in the Appalachian region of Kentucky. It was planned in conjunction with representative science teachers from the schools involved, one of whom (Brandon Hargis) is a Co-PI for this proposal (his biographical sketch is included in Section 4). Planning sessions were held at both EKU and the schools. As discussed in Section 3B-III, teachers from each school provided information on their schools’ needs and numerous specific suggestions for integration of Fellows into the schools. Inclusion of teachers in the planning process ensures that the project will have the maximum impact on STEM education in the middle schools. The enrollment and percentage of low-income students in each school are given in Table 2. Approximately 3600 students will benefit from this project, 1950 (54%) of them being at risk.

Table 2. Participating Middle Schools and Science Teachers Table 2 is to be updated

      Discussions with teachers from the participating schools and signed letters from Principal and/or Superintendents (Supplementary Materials) indicate that financial support in the form of substitute teacher pay, travel stipends, transportation for field trips, and conference registration fees will be provided. In addition, EKU and our partner schools have provided assurances from appropriate administrators that the NSF funds will not supplant extant financial resources assigned to science and mathematics education.
      The participating teachers were selected based upon their stated interest and commitment to the GK-12 project, review of their credentials, and recommendations from their principals. These teachers represent a cadre of qualified professionals. They have a range of 2 to 20 (average 11) years experience. Nine of the twelve have completed Masters degrees in education, educational leadership, or educational counseling. The other three are actively pursuing their Masters degree. Six have served as cooperating teachers for EKU’s student teachers, and eight have supervised EKU students in other capacities including methods field experiences. Thus, the teachers have expertise in working with college students in their classrooms.

VIII. Evaluation

Evaluation is an important element of this project and will be designed and conducted throughout the project period to monitor the progress made towards achieving the desired project outcomes, namely: enriched learning by middle school students, provision of professional development opportunities for middle school teachers, improved communication and teaching skills for the STEM Fellows, and strengthened partnerships between EKU and regional middles schools. An evaluation team comprised of project staff (led by Dr. M. Frisbie) and an “external” evaluator will oversee the assessment activities (design, implementation, writing reports). Dr. K. Carey, the Director of Institutional Research at EKU will serve as the external evaluator. She has over 20 years of experience in evaluation activities. Her vita is included in the Supplementary Materials.

1. Students

Student Achievement. Six additional middle schools in the EKU service region with similar test scores and economic conditions have been selected to serve as a comparison group (Table 3). These schools are not participating in a systematic, externally funded effort to improve STEM achievement. The extent to which student achievement in science, technology and math improves will be assessed by comparing each school’s total scores on the CTBS with its’ scores from the previous academic year.      Comparison schools’ scores will be collected as well. We will assess the student’s gains within schools as well as their performance versus the comparison schools. The same comparisons will be made using the CATS test scores in 7th grade science and 8th grade math. To the extent possible the data will also be analyzed in terms of gender and ethnicity.

Student interest.       To the extent possible, students in both the project schools and the comparison schools will complete either a science and math interest inventory or a vocational interest inventory in the spring (2003) prior to the project’s start. The instruments will be re-administered the second spring (2004) and third spring (2005) of the project. The format of the analysis will be similar to the achievement analysis. In addition, the external evaluator will collect comments regarding changing patterns of student interest from middle school counselors and/or teachers. Participating teachers will assess students’ level of interest and involvement in their classes each semester. They will be asked to comment on whether and how students’ levels of interest are different or improved from previous years and to relate the changes to specific practices.

2. STEM Teachers
Content competency. At the end of each semester, the external evaluator will conduct structured interviews with small groups of the participating middle school teachers. One of the topics addressed will be the areas where teachers feel new or expanded competencies. Concerns about remaining limitations will also be addressed. The interview data will be analyzed and provided (with teacher anonymity) to the PI’s and the middle school teachers in summary form. In the event that conditions within a particular middle school seem to interfere with successful project implementation, the areas of concern may be shared with the principal of the school in an effort to create conditions for success.

Use of inquiry-based learning. Teachers will send bi-weekly project reports by e-mail, using a template that briefly notes the high and low points of the two week period with regards to inquiry-based teaching, and any questions, concerns or reservations they have at that point regarding inquiry-based teaching and learning. The project evaluator will aggregate their responses and share them with participating teams and PI’s.

Ongoing interest. Teachers are required to report their professional development activities to their principal or central office annually. The participating teachers will be compared to non-participants in terms of the number and types of self-initiated professional development activities they engage in, such as university classes or conference attendance. Teachers will also be surveyed at various points before, during and after the project regarding resources available to them for improving STEM teaching and learning. One indicator of project success will be the extent to which they increasingly identify and seek out EKU faculty as a resource over time.

Table 3. Economic condition and academic performance (Spring 2001) of comparison schools.a Table 3 to be updated

See Section 3A-III-4 for a description of these tests.

3. STEM Fellows
The evaluation of the STEM Fellows will have three components. First, the project evaluator will conduct structured interviews with groups of 2 or 3 STEM Fellows at the inception of the project and at the end of each semester. Topics will include their understanding of the project, their understanding of inquiry-based education, and their personal goals for the project. Second, STEM Fellows will send bi-weekly reflections on project highs and lows to the program evaluator, who will compile the themes and pass them on to the PI’s and teachers. Third, STEM Fellows will create electronic portfolios of their work during the project. Some entries will meet certain criteria, such as reflections on the relationship of their project to their graduate work and inquiry-based lesson or unit plans, while others will be self-selected. At the end of each year the Fellows will discuss their portfolios in a group with the EKU faculty and the middle school teachers. Some video clips from their presentations may be added to the project web site.

EKU faculty
As a result of participating in the project, EKU faculty should develop a deepened understanding of how their preparation of students at the college level is related to the quality of teaching and learning, and students’ interest in pursuing further study in, STEM in the middle school. Faculty will be asked to assess their own contributions to the project each semester. At the end of each year the external evaluator will meet with the EKU faculty to assess what they have learned from the project, as well as their concerns and observations related to the project. These will be compiled and provided to the PI’s as another basis for action.
      The PI will submit to the NSF an annual project report, including a summary of the project activities and assessment, at least 90 days before the end of the current budget period. Within 90 days after the expiration of the award, the PI will provide a summative assessment including a longitudinal study of all participants.

IX. Sustainability of project beyond period of NSF funding
The College of Education at EKU supports a Professional Education Fellow (PEF) program that allows university faculty members interested in working with schools to establish and maintain a strong K-12 partnership. The program supports faculty members’ activities at a K-12 site for a three-year period by providing a stipend ($1,500/yr) and supplies ($1,000/yr). Up to 100 faculty members can be supported per year. As mentioned previously, three faculty members involved with this proposal are currently participating in the PEF project. This is an on-going program and will be able to sustain the activities of faculty participants in the NSF Graduate Teaching Fellows in K-12 Education project after the period of NSF funding. The College of Education has agreed to provide at least 10 fellowships per year towards this effort. A pertinent letter from the Associate Dean of College of Education is provided as supplementary material. As outlined earlier, EKU has a history of obtaining funds to support faculty and professional development activities for K-12 teachers. We will build on this history and continue to seek grants from state and private agencies to support not only teachers and faculty, but also Fellows. Time for planning for such post-grant activities has been provided for in the project timeline. The Center for Middle School Achievement will collect data every two years to assess the permanency of change.
      EKU will establish an Internet communication network (e-mail, website, Blackboard), under the supervision of Dr. Rhee, to be used by participating faculty members, STEM Fellows, STEM Teachers, and middle school students. To ensure the network makes a significant contribution to education in the region, all middle schools in our region will be contacted and informed about the web site and the resources that it contains. The inquiry-based projects/lessons developed by participants will be available electronically, and in hardcopy form. These will be accessible even to non-participating schools. In addition, we will continue to make available items such as Lego Robots and CBL kits for teachers to check out for use in their middle schools. An on-line newsletter will be established with such items of interest as reports of activities in the schools, the success of the middle school students affected by the program, and the careers of the Fellows. Former Fellows will be especially encouraged to provide a perspective on the schools, the curriculum, and the pedagogy from the vantage point of their careers in science and industry. Thus, they will have the opportunity to continue to be role models and mentors to their former students and to remain involved with the schools and teachers with whom they worked. The maintenance of such a network requires relatively little resources and hence it will continue beyond the grant period.
      We will also develop a speakers’ bureau whereby faculty members who have participated in the project will go to K-12 schools and talk about STEM topics. The existence of the bureau will be publicized in all area schools and through the project website.

X.Results from prior support (related to GK-12 activities)
The PI and Co-PIs have collectively received funding in excess of 1.06 million dollars in the last ten years. However, in accordance with the guidelines for the proposal, only information on funding related to GK-12 activities for the last five years is provided here.

(1) Melinda Wilder, Regional Project WILD Center, KY Dept. of Fish and Wildlife, 1999, $5,000. (2) Melinda Wilder, Regional Project WILD Center, KY Dept. of Fish and Wildlife, 2000, $5,000. (3) Melinda Wilder, Project Maywoods: KY Council on Postsecondary Education (Eisenhower Professional Development), 2000, $50,356. (4) Melinda Wilder, Regional Project WILD Center, KY Dept. of Fish and Wildlife, 2001, $5,000. (5) Jerry Cook "Inquisition of the messinger, an inquiry based study of light in astronomy". Support for middle school teachers. Kentucky Space Grant Consortium (NASA EPSCOR), 2001, $7600. (6) M. Wilder, Regional Project WILD Center, KY Dept. of Fish and Wildlife, 2002, $5,000.

XI. LIST OF FACULTY PARTICIPANTS
A very dynamic and committed team of EKU faculty members in different stages of their professional careers will be participating in this project. The faculty members and their disciplines are listed in Table 4 and their biographical sketches provided in Section 4. Six disciplines are represented in this team: Biological Sciences, Chemistry, Computer Science, Earth Sciences, Mathematics and Statistics, and Physics and Astronomy. In addition, the team includes a faculty member from the College of Education with expertise in matters related to curriculum and instruction. The team members are accomplished individuals in their fields and have contributed significantly in the areas of teaching, research and service to the university and the larger community. Of greater relevance to the current proposals is the fact that many of the faculty members have been involved with GK-12 activities such as mentoring high school student research projects, judging science fairs, participation in Science Days, designing and teaching courses (including interdisciplinary and inquiry-based courses) geared towards STEM Teachers and supervision of student teachers. Three members of the team have also been teachers in GK-12 settings in the past (a total of 10½ years). Thus we have in place a team of faculty members who, in addition to their very strong professional background and experience, actively value working with GK-12 schools to enhance the quality of the latter’s academic and extra-curricular programs. Equally important is the fact that this team has the full support of the university administration. The Deans of the College of Arts and Sciences and the College of Education were instrumental in getting the project team together and cooperated with the team on the proposal writing. The Provost and Vice-President for Academic Affairs has conveyed his support in the form of a letter (see supplementary material). In addition, a number of individuals with extensive teaching, research and administrative experience (Associate Dean of the College of Arts and Science, and several Department Chairs) will serve as project consultants (Table 4).