Strengthening Our Science and Math Infrastructure

 

The goal of the Strengthening Our Science and Math Infrastructure (SOSMI) project is to create a pipeline for developing American Indian industry and teaching professionals in science, math, and technology.The SOSMI goal will be accomplished through a comprehensive plan that meets the following objectives:

 

1.      Provide an infrastructure for stakeholders in science and math to network and share resources, ideas, and opportunities in science and math in schools serving American Indians.

2.      Target American Indian students in grades 9-12 and target K-12 teachers to provide residential summer enrichment opportunities in science and math and science and math education.

3.      Develop a model program that fosters science and math support infrastructures in schools serving American Indian K-12 schools by partnering teachers and students.

4.      Increase the number of American Indian students that are academically prepared to enter and succeed in college.

5.      Increase the number of teachers at the K-12 level in science and math areas that serve American Indian students and provide opportunities for existing teachers to enter Master degree programs.

6.      Develop relationships and infrastructure to offer secondary education programs at Oglala Lakota College.

 

The accomplishment of these objectives will create a science and math infrastructure in rural, schools serving American Indians.Completing these objectives, thus accomplishing the first step towards meeting the goal of the SOSMI Project, will be completed through a multi-faceted approach.One facet of the approach will provide supplemental summer programming to high school students that will prepare students to be successful in college, strengthen their science and math foundation, and provide a comprehensive exposure to math and science careers.The NASA Honors Program will be utilized for this project.This program, which is an existing six-week summer residential program, targets American Indian students and provides college readiness curriculum with an emphasis in science and math.A second facet of the program will focus on producing K-12 teachers that have endorsements in science and math.

 

Separately the two facets of the project will act independently but will have many areas in which they will compliment each other to create a supportive environment within school systems.This will lead to strengthening the science and math infrastructure network across schools serving American Indians and OLC.

 

Collaborative Areas

 

One key area that will bring the teacher participants and NASA Honors students together for activities will occur during the academic year.Teacher participants will need upper division college courses in science and math for their emphasis area certification.Courses will be delivered from OLC using video conferencing and Internet based and enhanced courses.NASA Honors students and the teacher participants will benefit from the same college courses and will be able to encourage and support each other throughout the course.Through this interaction and cooperation, teachers and students will develop an environment that will be the foundation for creating a supportive infrastructure in science and math.A critical area of success for this program lies in ensuring that students and teachers are maintaining satisfactory progress in their course work during the academic year.The supportive infrastructure will create continuous contact, interaction and mentoring opportunities within the school and with the program staff.Interaction in a variety of settings will be facilitated during summer sessions that will acquaint students and teachers with each other and ultimately strengthen their cohesiveness.

 

Other areas where programs would compliment each other:

        Provide an opportunity for developing teachers to teach newly developed curriculum in a classroom setting during the summer program.

        Observe and participate in science and math classes.

        Learn to supervise and then identify students who have a high level of interest in science and math.

        Collaborate on science and math related projects during the school year.

        Develop science and math clubs or organizations (AISES, SACNAS, etc.) in their schools.

        Participate in the Web Master Institute together.

 

Teacher Preparation

 

In an effort to meet the instructional needs of the schools, we are proposing to strengthen the faculty of our K-12 schools.We will accomplish this by the following objectives.

 

  1. Provide opportunities for 15 community-based teachers to receive a Masters Degree.These teachers will act as mentors to all teachers in schools serving American Indian students in the areas of curriculum and instruction and distance education.
  2. Develop complete, globally accessible and culturally relevant (when applicable) lesson plans in science and math for K-12 teachers in schools serving American Indians.
  3. Provide summer sessions for 30 K-12 teachers from schools serving American Indian students that will focus on technology training, curriculum research and development, and trainings aligned with National and South Dakota curriculum standards in science and math.
  4. Develop a program that provides instructional and training resources to science and math teachers of schools serving American Indian students.
  5. Make technology enhancement training opportunities available to all teachers in school systems serving American Indian students.
  6. Produce 20 community based, technology savvy, science and math teachers, through a program that trains new teachers and retrains existing teachers at the K-12 level in the areas of science and math for schools serving American Indian students.

 

 

The teacher-training component would be developed as a cohort model over the course of three years.The timeline of the implementation of the project and the target number of participants are as follows:

 

Cohort

Summer 2002

Fall 2002/ Spring 2002

Summer 2003

Fall 2003/ Spring 2004

Summer 2004

Fall 2004/ Spring 2005

Masters (15 Participants, existing teachers)

One Grad. Course-One Tech. Course.

Three Courses

One Grad Course

Three Courses

One Grad Course

Three Courses

K-12 (20 Participants new teachers)

One Grad. Course-One Tech. Course.

Two Courses

One Grad Course

Two Courses

One Grad Course

 

2 week Summer sessions (30 Participants, existing teachers/

Summer)

Two sessions 35 part. (same participants in Master & K-12 cohorts)

 

Two sessions 30 new part. With School Technicians.

 

Two sessions 30 new part. With School Technicians.

 

 

OBJECTIVE ONE

 

Provide opportunities for 15 community-based teachers to receive a Masters Degree who in turn will act as mentors to all teachers in schools serving American Indian students in the areas of curriculum and instruction and distance education.

 

Statistics demonstrate that a large number of new teachers will quit within the first five years of teaching.One method to reduce this number is through the use of mentoring relationships among teachers.This can occur within schools with current teachers and our selected program participants.

 

The format of the program will provide three courses during the academic year and two courses (one graduate and one technology development) in each of the summer sessions.There will be workshop and training sessions throughout the program that will strengthen the participantsí technology skills and their curriculum development and integration ability.Topics of the workshops will include curriculum development and enhancement for math and science, web development, video conferencing delivery, and augmenting teaching materials for distance learning (i.e. WebCT, Blackboard, and Internet).

 

Degree timeline.

Cohort

Summer 2002

Fall 2002/ Spring 2002

Summer 2003

Fall 2003/ Spring 2004

Summer 2004

Fall 2004/ Spring 2005

Masters (15 Participants, existing teachers)

One Grad. Course-One Tech. Course.

Three Courses

One Grad Course

Three Courses

One Grad Course

Three Courses

 

The participants selected to enter the Masters Degree component of the project will serve as mentors.Taking the knowledge and skills these participants accumulate, they will serve as mentors and resource personnel to all teachers of the Oceti Sakowin schools as requested.

 

Course Program Week

 

Monday

Tuesday

Wednesday

Thursday

Friday

9:00 AM-12:00 PM

Class

Curriculum Development till 10:30 then class

Class

Observation till 10:30 then class

 

Class

12:00 PM-

1:00 PM

Lunch

Lunch

Lunch

Lunch

Lunch

1:00 PM-

5:00 PM

Class

Class

Class

Class

Leave for home

5:00 PM-

7:30 PM

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

 

7:30 PM

 

Study Time

Study Time

Study Time

Study Time

 

 

As a part of accomplishing this objective we will focus on partnering with one of the following institutions: the University of South Dakota (USD), Dakota State University, (DSU), or Black Hills State University (BHSU).Participants entering the program will begin during the fall 2002 semester.The potential degree programs are as follows:

 

USD (32 credit hours*)

 

This program is intended to provide the classroom teacher with the opportunity to study in greater depth all curriculum and instructional areas related to teaching in K-12 schools. It strengthens teaching skills and exposes the teacher to a variety of materials and programs used in K-12 schools. There are several options at the master's level.

 

Option 1: Elementary Education: A master's degree program is available for elementary certified school personnel who are interested in enhancing their knowledge and the skills necessary for leadership roles in education. Each student's interests, background, and needs are considered when designing the individual's program of study.

 

Option 2: Middle Level. The Middle Level Endorsement is offered for anyone wishing to teach in a formally organized middle school with departmentalized instruction. Areas of concentration include the following: Language Arts, Social Studies, Science, and Mathematics.

 

Option 3: Master's Degree and Secondary Teacher Certification.This program has been developed to provide an avenue into teaching for individuals who have appropriate academic skills and expertise and a desire to teach but have not completed a professional education program. This program combines a master's degree in secondary education with the necessary requirements for secondary teacher certification.

 

*32 credit hours for Masters and 18 credit hours of study in the secondary education discipline area are required for this degree.

 

DSU (36 credits hours)

The Master of Science in Computer Education and Technology (MSET) is designed to meet the rapidly increasing demand for educators who are trained to integrate computer technologies into the K-12 school curriculum and instruction. As computers and technology have become a significant part of the teaching and learning process, addressing the information needs of teachers has become the key to integrating technology into the classroom and increasing student learning. The primary emphasis of the Masterís program is to educate K-12 classroom teachers so that they can create learning environments in the classroom, in their school, and at the district level that integrate computers into the teaching and learning process.

The program will equip educators to function in a new paradigm, the Information Age School. It will equip Information Age educators to be:

  • Leaders in educational technology;
  • Current in teaching and learning processes and practices;
  • Current in research technologies and designs;
  • Knowledgeable of technologies and programming skills;
  • Knowledgeable of current, technology-based educational tools and products.

Specifically by the end of the program MSET students will understand the capabilities of the computer and its impact upon education. They will be proficient in a programming language and in the use and application of computer software and will be able to demonstrate proficiency in using computers and related technologies to improve their own and their students learning needs.

 

BHSU (35 credit hours)

 

Master of Science in Curriculum & Instruction focuses on extending the student's knowledge and experiences including an understanding of research, research methods, curriculum and practices that support learning and have the following skills:

 

        Graduate students will demonstrate a sound understanding of technology operations and concepts.

        Graduate students will plan and design effective learning environments and experiences supported by technology.

        Graduate students will implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

        Graduate students will apply technology to facilitate a variety of effective assessments and evaluation strategies.

        Graduate students will use technology to enhance their productivity and professional practice.

 

OBJECTIVE TWO

 

Develop complete, globally accessible, and culturally relevant (when applicable), lesson plans in science and math for K-12 teachers in schools serving American Indians.

 

Participants of the K-12 science and math teacher development program and the summer training sessions will be required to develop new lesson plans that will be posted to the program web page.Once posted all participants and teachers of the Oceti Sakowin will be able to access and use the lesson plans.During summer training sessions, participants will have an opportunity and resources to research and develop new lessons plans related to science and math.

 

Participants will familiarize themselves with lesson plans that are available from organizations such as NASA, NACME, etc, and document their web locations.The Internet research will be valuable exposure for determining what resources are available for science and math curriculum.Researched lesson plans may be modified and/or adapted for local use.

 

At the conclusion of each summer semester, participants will be expected to develop at least one complete (materials and supplies, procedures, and expected outcomes) lesson plan in science or math that is culturally relevant (when applicable).The lesson plans will be taught to the students in the NASA Honors Summer Program.The lesson plans will then be critiqued by peers and supervising teachers and refined to final format according to recommendations.The completed lesson plan will be published to the program website and be available for all participants and other teachers to use.The lesson plans will be designed to be scaleable to meet a variety of grade levels.

 

OBJECTIVE THREE

 

Provide summer sessions for 30 K-12 teachers in schools serving American Indian students that will focus on technology training, curriculum research and development, and trainings focusing on National and South Dakota curriculum standards in science and math.

 

During each summer (2002, 2003, 2004) we will provide a summer training session to 30 teachers. The emphasis will be on pursuing the web master institute via DIAL Corporation.In addition, there will video conferencing and teaching with Internet enhanced software (WebCT and/or Blackboard) trainings.The web master training will be a key component for the participants in terms of disseminating the newly developed and researched lessons plans for the program.The video conferencing training will provide the participants with experience in how to prepare materials for teaching using the video conferencing equipment.Equally as important, the video conferencing training will provide the participants with knowledge on using the video conferencing equipment during the academic year to receive their classes. This will ensure that cohort participants will not have to rely on other people to utilize the video conferencing equipment for the courses they are taking during the academic year.

 

We will also expect the schools that have participants in the training sessions, to have their technicians attend the training sessions.The school technicians will be able participate in and assist with the training workshops.This will help to identify what skills the teachers are gaining so that they will be able to foster and support those needs during the academic year.In addition the technicians will have other training opportunities for more advanced training needs.

 

Curriculum components of the summer program will focus on alerting participants to the use of online curriculum resources and the development of math and science focused lesson plans.Workshops on integrating South Dakota curriculum standards and preparing for curriculum integration into existing curriculum will be a part of the summer training sessions.

 

Cohort

Summer 2001

Fall 2002

Spring 2002

Summer 2003

Fall 2003

Spring 2004

Summer 2004

Fall

2004

Spring 2005

2 week Summer sessions (30 Participants, existing teachers/

Summer)

Two sessions 35 new part. (same participants in Master & K-12 cohorts)

 

 

Two sessions 30 new part.

 

 

Two sessions 30 new part.

 

 

 

There will be scheduled times when the participants will observe classroom instruction and activities that are occurring during the NASA Honors Program.During these times the participant will be able to observe hands-on teaching methods, pedagogical styles with science and math, classroom management, and other positive and negative teaching techniques that will benefit them.The format of the program week is as follows:

 

Program Week

 

Monday

Tuesday

Wednesday

Thursday

Friday

9:00 AM- 10:30 AM

Webmaster Institute

Curriculum Development Workshop

Webmaster Institute

Curriculum Development Workshop

Webmaster Institute

10:30 AM -12:00 PM

Curriculum Standards Workshop

Curriculum Development Workshop

Curriculum Standards Workshop

Curriculum Development Workshop

 

12:00 PM-

1:00 PM

Lunch

Lunch

Lunch

Lunch

Lunch

1:00 PM-

5:00 PM

Technology training

Technology training

Technology training

Technology training

Depart for home

5:00 PM-

7:30 PM

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

 

7:30 PM

 

Study Time

Study Time

Study Time

Study Time

 

 

 

Six week Program

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

20 K-12 Teachers Class

20 K-12 Teachers Class

20 K-12 Teachers and 15 Graduate Teachers Training, and School Technicians.

20 K-12 Teachers and 15 Graduate Teachers Training, and School Technicians.

15 Graduate Teachers Class

15 Graduate Teachers Class

 

OBJECTIVE FOUR

 

Develop a program that provides instructional and training resources to science and math teachers of schools serving American Indians.

 

Oglala Lakota College will work with the Oceti Sakowin to submit proposals that will focus on science and math collaboration.Proposals for training opportunities, professional development, and instructional resources will be the primary focus for this objective.Sources such as the Department of Education, NASA, the National Science Foundation, and others will be sought to meet this objective.

 

Through the curriculum development components of the teacher program, we will design and host a web site that will be a compilation of research web resources and newly developed lesson plans.

 

OBJECTIVE FIVE

 

Make technology enhancement training opportunities available to all teachers in school systems serving American Indians.

 

Using video conferencing systems and summer sessions, OLC will offer training programs to teachers.Teachers will also be able to request specialized trainings.These trainings will be delivered to them via video conferencing, WebCt, and during the summer sessions.

 

OBJECTIVE SIX

 

Produce 20 community based, technology savvy, science and math teachers, through a program that trains new teachers and retrains existing teachers at the K-12 level in the areas of science and math for schools serving American Indian students.

 

One of the key objectives of the teacher preparation program will be to train and/or retrain 20 teachers at the K-12 level in the math and science areas.The program will work with schools serving American Indian K-12 school systems and identify three cohorts of teachers over the next three years.OLC will partner with a state higher educational institution that has existing certification programs in science and math for the K-12 levels.The educational certification courses would be completed from our partner college and existing courses in science and math would originate from OLC to supplement content area.In order to meet the overall objectives and SOSMI goals the teacher preparation component of the project will accomplish the following sub-objectives.

 

Participants who complete the teacher component of the project will not only satisfy the educational certification requirements, but will also have participated in valuable training opportunities that focus on implementing and integrating technology (video conferencing, computer, Internet, etc.) into the classroom.In addition, upon successful completion of the program, the teacher participants will have the following skills:

 

        Curriculum development skills in the areas of science and math,

        Thorough knowledge of math and science curriculum resources.

        Training to act as a math and science mentor for their school systems

        Ability to identify and foster students that have a strong potential and interest in science and math.

 

The long-term success of the program will be to target teachers that have ties to or are based in their schools community.These educators will be more inclined to be involved in, participate in, remain in, and be accepted as apart of the community.Through this method participants would become the pillars of math and science at our K-12 schools, thereby ensuring the long-term sustainability of the math and science efforts at the K-12 level.Involvement and acceptance in the community are key factors in creating role models for students and other teachers.This will lead to retaining highly trained individuals in our communities serving American Indians.

 

The format of the program will provide two courses during the academic year and two courses (one degree specific and one technology development) in each of the summer sessions.There will be workshop and training sessions throughout the program that will strengthen the participantsí technology skills and their curriculum development and integration ability.Topics of the workshops will include curriculum development and enhancement for math and science, web development, video conferencing delivery, and augmenting teaching materials for distance learning (i.e. WebCT, Blackboard, and Internet).

 

 

 

Cohort

Summer 2002

Fall 2002/ Spring 2002

Summer 2003

Fall 2003/ Spring 2004

Summer 2004

Fall 2004/ Spring 2005

K-12 (20 Participants new teachers)

One Grad. Course-One Tech. Course.

Two Courses

One Grad Course

Two Courses

One Grad Course

 

 

 

 

Program Week

 

Monday

Tuesday

Wednesday

Thursday

Friday

9:00 AM-12:00 PM

Class

Observation till 10:30 am then class

 

Class

Curriculum Research till 10:30 am then class

 

Class

12:00 PM-

1:00 PM

Lunch

Lunch

Lunch

Lunch

Lunch

1:00 PM-

4:00 PM

Class

Class

Class

Class

Leave for home

4:00 PM- 5:00 PM

Career Seminar

Curriculum Seminar

Career Seminar

Curriculum Seminar

 

5:00 PM-

7:30 PM

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

Dinner, recreation, and
Free Time

 

7:30 PM

Study Time

Study Time

Study Time

Study Time

 

 

Classroom Observation/Instruction Activities

 

Teachers will be gradually integrated into the classroom setting. Within the first two weeks of the program the cohort participants will observe classroom instruction and activities.In weeks three and four the participants will take part in the instruction of the classroom.During week five the participants will teach their newly developed lesson in an actual classroom setting under the supervision and observation of a supervising teacher.In week six the observation period will be used for finalizing the lesson plans based on the recommendations and publish the lessons to the program website in final format.

 

Career Seminars

 

The guest speaker time is available to have the cohort participants observe science and math related careers. Themes of the speakers are related to how math and science are apart of their careers, and what science and math was needed as a foundation for their careers.With this knowledge teachers will be able to answer questions from students related to career options involving science and math and they will be able to encourage students to consider careers in science and math.Lastly the teachers will be able to advise students on what courses would be needed to provide a solid foundation for science and math professions.

 

School Participation

 

A partner in the program we will be requesting the schools to make the following commitments:

 

        Release time for the teacher to participate in courses and act as a mentor to other teachers within the school as needed or requested.

        Additional funding for the nominated participant(s) for travel expenses to and from summer sessions.

        Full-time or part-time employment during the academic year or an equivalent match for stipend support.

        Funding for tuition and fees for courses and trainings.

        Schools will be responsible for securing and maintaining the availability of ISDN phone lines for dial-up access or dedicated connections to the state DDN network for connectivity for video conferencing courses and training during the academic year.

 

It is a goal to have the participants in the program act as mentors to other teachers, so it is expected that there would be opportunities for these participants to act as mentors within their school system and on a limited basis to other teachers of partner schools via the video conferencing and internet technology.

 

For participants in the program, costs related to course tuition and fees, book expenses, summer living expenses (room and board), and a stipend will be supported through this grant.

 

Participant Selection

 

Volunteers from the Oceti Sakowin will be requested to serve on a selection committee with OLC faculty and staff.An application process, including a school nomination form, will be completed by the nominee and submitted for review by the committee.As a part of the selection process, school administrators will need to submit an endorsement form that states if selected the school will support the participant fully (release time, fiscally as stated in participant budget, etc.) during their nomineeís participation time period.

 

Oglala Lakota College Participation

 

Oglala Lakota Collegeís Model Institutions for Excellence (MIE) Program has a vested interest in improving the level of knowledge for students entering in their science, math, engineering, and technology (SMET) programs.The MIE Program will provide funding for the project director and the K-12 Liaisons that will oversee the implementation of the program.The MIE Program will provide the technology infrastructure and expertise for consulting purposes.Linkages into many of the Pine Ridge Reservation schools will be available via OLC and access to other partner schools will be accomplished using the DDN video conferencing network and other partner institutions of OLC.Video conference bridging services, web page design and hosting will be completed by the MIE Program.

 

Courses in math and science that are needed for teacher certification will be originated from OLCís department of Science, Math and Technology.Trainings in technology will be facilitated and hosted by OLC using the distance learning network and summer sessions.OLC will also act as a liaison with our partner university and facilitate the relationship to the partner K-12 schools.Web page hosting and video conferencing bridging services will be the responsibility of OLC.

 

The Project director and staff, which are OLC employees, will create a participant database that will be used for monitoring participant progress.Project staff will also coordinate the course scheduling and delivery, arrange for textbooks and registration cards, provide mentoring and advising, facilitate professional networking of science and math stakeholders, dispense funding for the program, and write proposals for additional resources for science and math teachers of partner schools.


High School Summer Component

†††††††††††††††††††

The NASA Honors Program is a six week, pre-college, summer residential program that has the primary goal of increasing the number of American Indians entering and achieving success in college.The program provides student participants with supplemental curriculum enrichment with an emphasis math, science, and technology.

 

Program History

 

For the past 10 years the NASA Honors Program has and is currently working with over 120 students in seven different cohorts.The student base for the NASA Honors Program is over 75% American Indian.To date the NASA Honors Program has had 61 graduates in four cohorts.The graduates of the NASA Honors Program have a high school graduation rate of 100%.Participants of the NASA Honors Program are selected into the program cohorts via an application process.After the original cohort of students is selected, the goal is to maintain the original participants for the next four years in the NASA Honors Program.

 

The format the NASA Honors Program has proven to be successful in encouraging students to continue with their education or personal development upon graduation from high school and the program.Using statistics for 2000, in South Dakota approximately 47.7% of all students who graduate from high school in South Dakota enter into four-year College.Specific percentages of American Indian students entering college upon graduation in South Dakota were not readily available and we are attempting to locate these statistics (which is proving to be very difficult).Table 3 lists the cumulative statistics for entering college freshman of the NASA Honors program.Statistics demonstrate that the program is achieving tremendous results.The average rate of students entering college, from the four graduating cohorts is 77%.An additional 6.6% of the program graduates are in the military, and one student is participating on a Mormon mission.

 

Table 3. NASA Honors Students placement post high school graduation.

 

 

Cohort (w/ number of graduates)

 

Number of students to enter college (w/ percentage)

 

Number of students to enter Military (w/ percentage)

 

Number of students not entering college (w/ percentage)

 

 

Unknown (w/percentage)

NASA I (20)

18 (90%)

1 (5%)

 

1 (5%)

NASA II (13)

9 (69.2%)

2 (15.2%)

2 (15.2%)*

 

NASA III (16)

12 (75%)

 

3 (18.75%)

1 (6.25%)

NASA IV (12)

8 (66.7%)

1 (8.3%)

2 (16.7%)

1 (8.3%)

Total (61)

47 (77%)

4 (6.6%)

7 (11.5%)

3 (4.9%)

*One student went on a Mormon mission.

 

Table 4 is a summary of the program graduates who have been out of high school for at least one year.The NASA IV cohort is entering college for the first time in the fall of 2001 and is not counted in table 4.Using a total of 49 graduates, the following statistics are compiled.Of the 77% who entered college from the program, 61% are still in college and 6% are in the military, which is approximately the percentage that started in the military.One student is still on a Mormon mission, 18% are no longer in college and 10% still did not enter college.One student has graduated from college, and we are still trying to locate updated information on four of the students.

 

Table 4. NASA Honors Students current placement after one year of high school graduation.

 

 

Cohort (w/ number of graduates)

 

Number of students still in college (w/ percentage)

 

Number of students to still in Military (w/ percentage)

 

Number of students no longer in college (w/ percentage)

 

 

Unknown (w/percentage)

 

 

Graduated (w/percentage)

NASA I (20)

10 (50%)

 

6 (30%)

3 (15%)

1 (5%)

NASA II (13)

9 (61.5%)

2 (15.4%)

2 (15.4%)*

 

 

NASA III (16)

11 (68.75%)

1 (6.25%)

3 (18.75%)

1 (6.25%)

 

Total (49)

30 (61.2%)

3 (6.1%)

11 (22.4%)

4 (8.2%)

1 (2.1%)

*One student on a Mormon mission.

 

In 1999 the NASA Honors Program changed the grade intake from post 8th grade to post 9th grade.This change accommodated the addition of a bridge component to the program, which has become a very successful transitioning program for the graduates of the NASA Honors Program.Through the bridge component all NASA Honors students can receive up to 10 college credits, although several have received over 20 college credits throughout their career in the program.

 

The NASA Honors Program has worked with students from a wide range of South Dakota schools in its history.Overall we have worked with students from 33 different schools in the past 10 years.

 

 

Introduction

 

The NASA Honors Program has been serving American Indian students for the past ten years and has graduated four cohorts of students since its inception.The program targets American Indian students in grades 9-12 and offers pre-college enrichment opportunities in a structured residential program with a curriculum emphasis in math and science.The program prepares the participants to be successful in college from an academic and social aspect.The NASA Honors Program prepares students to be successful by achieving the following program objectives:

 

  1. Develop the students desire to excel in the study of science and mathematics.
  2. Introduce students to careers in math and science and make them aware of the necessary preparation for careers in science and math through participatory activities, field trips, research, and mentor relationships
  3. Contribute to studentís confidence in their academic abilities and strengthen their study skills.
  4. Acquaint students with post-secondary education and the necessary preparation for careers in science and mathematics.

 

As students enter the program they are grouped into a cohort.Level I cohorts are students preparing to enter the 10th grade, level II cohorts are students preparing to enter the 11th grade, level III cohorts are students preparing to enter the 12th grade.Level IV cohorts are students that have graduated high school and participate in the bridge component of the program.

 

Using the past success of the NASA Honors Program, additional program objectives, and new program activities, we will be working at moving more of the program graduates that enter college towards a major in science or math.

 

OBJECTIVE ONE

 

Develop the students desire to excel in the study of science and mathematics.

 

The program courses are designed to provide students with an introduction to course content that they will most likely be learning in the upcoming school year.The science classes are structured to include lab and field exercises.The math classes provide the students with a solid foundation of course work that will prepare them for college algebra which will be offered to them during their bridge year of programming.Other courses in the schedule provide content exposure to ensure that students are getting adequately prepared to succeed in college.The course descriptions are as follows:

 

Math (level I, II, and III)

The math content has been restructured to prepare students for a solid foundation leading up to college algebra.A complete listing of the topics can be found in Addendum A.Math classes are structured to be self-paced but each class includes a minimum progress timeline.

 

Level I students

After Algebra I, before Geometry

 

        Evaluate algebraic expressions

        Add, subtract, and multiply polynomials

        Solve linear equations

        Factor simple quadratics

        Solve quadratic equations

        Simplify rational expressions

        Solve simple word problems involving linear equations

        Determine equations for lines, which meet certain conditions, and graph lines

        Understand basic laws of exponents

        Use formulas for and solve problems involving perimeter, circumference, and area

        And volume of common geometric figures

        Work with degrees as a unit of measure

 

Level II students

After Geometry, before Algebra II

 

        Analyze right triangles including 30, 60, 90 and 45, 45, 90, triangles and the

        Pythagorean Theorem

        Understand properties of circles

        Work with similar triangles, understand proportions

        Use properties of angles to solve problems (supplementary, complimentary, etc.)

        Evaluate algebraic expressions

        Add, subtract, and multiply polynomials

        Solve linear equations

        Factor simple quadratics

        Solve quadratic equations

        Simplify rational expressions

        Solve simple word problems involving linear equations

        Determine equations for lines, which meet certain conditions, and graph lines

        Understand basic laws of exponents

 

Level III students

After Algebra II, before Trigonometry/PreCalculus

 

        Understand function notation, evaluate functions, and analyze graphical representation of functions, including domain and range

        Solve polynomial equations, including those with complex roots

        Solve a system of linear equations

        Solve word problems involving linear and quadratic equations, and systems of

        Linear equations

        Analyze and work with fractional exponents

        Analyze and work with exponential and logarithmic functions

        Analyze equations and graphs for parabolas and ellipses

        Vectors

        Complex numbers

 

Earth System Science (level II)

Students will learn information relating to the planet Earth as a complete system.Subjects will include climatic history of the Earth, environmental, meteorology, geology, and astronomy.Earth system science also focuses on some observation and interaction of local processes.Emphasis on geology for one cohort was implemented this year.Activities and interaction with NASA scientists when available is integrated into each program year.A weekly journal will be kept for the duration of the course.

 

Undergraduate Research Assistance ship (URA) (level III)

Students will work with as research assistants on existing research projects with faculty.

 

Geology (level III)

This ia a study of the earth's processes involved in the shaping of the earth. Topics include rocks and minerals, landforms, plate tectonic theory, and a survey of geological processes acting at the surface of the Earth such as wind, rivers, glaciers, ground water and the sea. This course will also allow students to examine how human activities influence the Earth's physical environment.This course will be for the oldest high school cohort of the program.

 

Career Exploration (level I)

This course will focus on providing structured fields trips to work sites where students will be exposed to career areas that rely on math, science, and technology professions as a basis for their workforce.Some of these include telecommunications companies, medical facilities, weather research facilities, energy plants, etc.The incoming cohort of students will participate in this course as it will act as an introduction to career opportunities in science and math.

 

College Exploration and Preparation (level III and IV)

College Exploration and Preparation will be a class that entering seniors in high school will take.Bridge students will also be eligible for the activities.Those activities will include ACT preparatory reviews, scholarship research activities, scholarship and college essay writing tips, assistance with filing financial aid for school, and assistance with completing college admissions applications

 

ACT Preparation (level III)

This CD-ROM software guides students through a personalized test preparation program using real ACT tests. The program includes comprehensive sections for English, mathematics, reading, and science reasoning, ensuring that students focus on the specific areas measured by the ACT Assessment.The software provides students with content-specific test-taking strategies, explanations for test answers, and test prep advice from ACT test experts, practice tests, and much more.

 

Physics (level III)

This course will be an introduction focusing on Earth and Space application.Students will acquire knowledge and comprehension of physical applications through problem solving activities that involve data collection and interpretation in collaboration with Math, and Earth Science.

 

Communications (Comm.) (level I, II, and III)

Students will develop skills to emphasize clarity of ideas, writing concise paragraphs, basic grammar, and mechanical usage skills producing scientific reports, abstracts, and reviews.Students will develop oral communication skills and participate in individual informal speeches.

 

Web Master Institute (level and II)

To be developed with DIAL Partners

 

Computers (level I, II, and III)

The students in the computer class would work on a wide variety of areas in relation to computers.Students of the NASA VII cohort focuses on general computer skill development with an emphasis on Internet utilization, Microsoft Word, Microsoft Excel, and Microsoft PowerPoint.The NASA VI cohort has an emphasis on learning hypertext markup language, which they would use to create their own WebPages.The NASA V computer class focuses on developing the studentís knowledge in computer program using visual basic.

 

American Indian Studies (level I, II, and III)

The goal of this class is to present the participants with the history, culture, and religion of the Lakota people.Students will research and present topics that include science and engineering contributions made by Americans Indians and Indigenous people.

 

Biology (level I)

Students will obtain an introduction to Earth and Space Applications acquiring knowledge and comprehension of biological applications through problem solving activities involving data collection and interpretation.

 

Chemistry (level II)

Students will acquire an understanding of the principles of Chemistry.Activities focus on earth and space science as it pertains to the understanding of NASAís Mission to Planet Earth.


Program Week

 

Monday

Tuesday

Wednesday

Thursday

Friday

9:00 AM-10:30 AM

Web Master (level II & I)/URA (level III)

Science

*Physics- level III

*Chemistry-level II

*Biology-level I

Web Master (level II & I)/URA (level III)

Science

*Physics- level III

*Chemistry-level II

*Biology-level I

Web Master (level II & I)/College Ex. and Prep. (level III)

10:30 AM- 12:00 PM

Math-ACT Preparation (level III)

Science

*Physics- level III

*Chemistry-level II

*Biology-level I

Math

Science

*Physics- level III

*Chemistry-level II

*Biology-level I

Math-ACT Preparation (level III

12:00 PM-

1:00 PM

Lunch

Lunch

Lunch

Lunch

Lunch

1:00 PM- 2:00 PM

 

Computer Science

Geology (level III only till 5 PM)

Computer Science

 

 

 

Field Trip

 

Computer Science

2:00 PM Ė 3:00 PM

Comm.

Earth System Science (level II till 5:00 PM)

Comm.

 

Comm.

3:00 PM Ė 4:00 PM

American Indian Studies

Career Exploration (level I, till 5:00 PM

American Indian Studies

 

American Indian Studies

4:00 PM- 5:00 PM

Career Seminar

 

Career Seminar

 

 

5:00 PM-7:15 PM

Dinner & Sports

Dinner & Sports

Picnic and Outing

 

Dinner & Sports

 

7:30 PM- 9:15 PM

Study Hall

Study Hall

 

Study Hall

 

 

During the six-week program the students receive a range (17-25) of contact hours for each of their classes.A summation of the class hour typical schedule for the classes is found in table two.

 

 

 

 

 

 

 

 

 

 

 

 

 

Table Two. Six-Week Program, Summer 2001

 

OBJECTIVE TWO

 

Introduce students to careers in math and science including what are the necessary preparations for careers in science and math through participatory activities, field trips, research, and mentor relationships

 

The program has three days per week of career seminars in which professionals in the areas of math and science interact with the students.Presenters provide the students with details about their profession and how math and science play a key role in their careers.Occasional field trips to businesses or organizations are arranged and students directly observe how math and science is implemented into professions.Key components are the importance of courses so students can enter into certain professional careers and have a solid foundation for continuing in the specific career area.

 

The program coordinates with faculty and staff members from SDSM&T to conduct activities, both in and out of the classroom. Faculty from SDSM&T have conducted chemistry magic shows, tours of department lab facilities, participated in program field trips, and taught courses for the entire length of programs or used asguest lecturers.

 

A new facet to the program, aimed at increasing student-mentoring opportunities with SDSM&T faculty and staff, has been the addition of weekly scheduled activities.These activities are more social in nature and consisted of a picnic along with an activity such as: soccer, beach volleyball, basketball, softball, or bowling.The interaction with the campus population in a social setting has created a greater feeling of comfort for our students on campus.Many of the NASA honors students benefit from the informal relationships that they have with teachers and staff.This creates an environment where students can interact without the formality of a classroom setting and has increased the level and quality of faculty-student interaction.This is key to developing a relationship where students build a higher level of trust in the faculty and staff at SDSM&T.Establishing a trust relationship between the faculty/staff and students will foster a greater mentoring relationship with students and open recruitment and retention opportunities for faculty/staff in the SMET areas.

 

The career exploration course will give the students a broad exposure to various career areas where math and science are the foundation.The students will observe the daily interaction of science, math, engineering, and technical professionals.

 

OBJECTIVE THREE

 

Contribute to studentís confidence in their academic abilities and strengthen their study skills.

 

The format of the summer program is structured to strengthen and encourage studentsí knowledge in specific content areas.The science and math courses will provide students with an introduction and overview of the materials they will be exposed to during the upcoming school year.Math and science courses are structured to provide students with a thorough introduction to the content and greatly increase their achievement and confidence in the math and science areas.

 

The faculty assigns increased amounts of work to simulate a rigorous academic experience that students will encounter in a college setting.Mandatory study halls are scheduled three nights per week throughout the duration of the program.This contributes to the studentsí academic ability and strengthens their study skills.

 

Through experience gained over the years in working with faculty at SDSM&T and OLC, we have determined that it is the most common gatekeeper courses that have hindered students from excelling are math courses.In an attempt to address this problem, we have implemented a curriculum sequence with a goal of increasing the opportunities for success of program students.During meetings with SDSM&T and OLC math faculty, it was determined that if students were able to enter college with a solid foundation in math up through college algebra, the opportunities for the students to be more successful in upper level math subjects would be higher.The change of the intake grade level and the addition of the bridge component, were factors that complimented and were part of the re-structuring of the math component of the program.

 

In an effort to develop better quantitative assessment methods, two evaluative tools have been added to the NASA Honors Program.The first tool was developed by the Computer-Adapted Placement Assessment and Support Services (COMPASS).It was developed by American College Testing (ACT) as a computer-based, basic skill assessment test designed to measure current skills in reading, writing, and mathematics.COMPASS scores are helpful in identifying content deficiencies and is a required entrance exam that is used for course placement for entering college freshman.

 

The second tool was a mock ACT test that was administered by the regional ACT testing office.The test administered to the students was a compilation of past ACT tests, but provides the same content and exposure to material that students will encounter if they take the actual ACT test.

 

The experience gained from participating in the two tests will be of significant benefit to the students.Before each test was given, students were provided with a workshop session on strategies for mastering standardized tests.On the reservation, standardized tests are always an area of concern for students who are preparing for college, as there is not an emphasis placed on preparing for the ACT test.The exposure to standardized tests and the continued development of the studentís confidence level with these tests will help students to overcome what has become an obstacle for many American Indian students.

 

Results from the two tests will provide the NASA Honors Program with invaluable baseline data that will be monitored yearly.Exposure to the content of the standardized tests provides both the students and the program with very good indicators of what college prep courses that they need to take in their schools.Access to the content of these types of test will provide the program with insight into curriculum content that can be implemented to benefit the students in the NASA Honors Program.

 

In addition to these two standardized exams, all classes use a pre and post-test format to monitor studentsí progress in the courses.

 

OBJECTIVE FOUR

 

Acquaint students with post-secondary education and the necessary preparation for achieving success in college.

 

The NASA Honors program is designed to acquaint students with a complete college experience.The activities and interaction of the students with the college campus reduces many of the negative social issues that first year college studentsí encounter.Courses and additional activities for students are structured to introduce students to a wide variety of professional careers that are available in the science and math areas.More interest from the faculty and departments at SDSM&T is occurring as we increase the activities between the students and faculty at SDSM&T.In the past two years the program has experienced great success in working with the different departments at SDSM&T to arrange career seminar sessions and laboratory tours for the students.

 

In an effort to fully address this objective, we have restructured the grade intake levels for the students of the NASA Honors Program.The program now recruits students after their freshman year of high school, as opposed to the eighth grade year of junior high school.After we changed the grade intake, we were able to bring NASA Honors Program students back, for a bridge year.In the bridge year, students take the following three college classes:

 

        College Reading and Study Skills, 3 Credit Hours

        Speech and Communications, 3 Credit Hours

        College Algebra, 4 Credit Hours

 

Students are able to take the courses, within a very structured setting.College courses acquaint students with the expectation and work levels that are required of college students.Students learn that the work can be completed within the structured setting and that it will help them to be successful in college courses.The experience and the college credit give students a successful start on their college careers.

 

The math sequence is designed to develop the skills of students and adequately prepare them for college algebra and increase their comfort level and success with math.College algebra is made available to the students of the NASA Honors program in their bridge year.

 

Other workshops with admissions, financial aid, and residence life offices continue to be a part of the program each year.The addition of having students take the mock ACT test and the COMPASS test will provide students with introductions to what will be expected from them when they take an actual ACT test and understand the test results will be a part of their college admissions record.The COMPASS test will be a similar guide for the students in terms of college course placement and preparations they need to make.Level III students (students entering the 12 grade) will be provided with opportunities for: ACT preparation, college and scholarship research, assistance with college admissions and financial aid applications, and writing workshops for college entrance and scholarship essay preparation.Upon completion of the College Exploration and Preparation course of the program students will have completed or have the following information near completion:

 

        Identify potential scholarship opportunities.

        Scholarship and/or college essay

        Federal Financial Aid Application

        Identify potential college or university to attend

        Complete college admissions application

 

 

Evaluation:

 

All three components of the program areas will be evaluated on the objectives that were stated in each program area.Evaluation tables for each component of the program are included.

 

 


Teacher Preparation

Objectives

Measurable Plan

Outcome

Information Source

Results

Plan for Revisions

Provide opportunities for 15 community-based teachers to receive a Masters Degree who in turn will act as mentors to all teachers in schools serving American Indian students in the areas of curriculum and instruction and distance education.

*Implement a program with K-12 partner schools and a partner college to provide Masterís degree to 15 participants within a 3 year time period.

Produce at least 15 teachers at the K-12 level that have Masterís degrees and can act as mentor teachers to new and existing teachers.

*An MOU between OLC and BHSU to certify teachers in math and science at the K-12 level.

*Graduation commencement exercises listing cohort participants as graduates.

 

 

 

Develop complete, globally accessible and culturally relevant (when applicable) lesson plans in science and math for K-12 teachers in schools serving American Indians.

 

*Program will create database of lesson plans that are relevant to science and math for K-12 teachers and publish them to the internet for accessibility.

Online resources of science and math lesson plans available for teachers to use.

Observation of a program website with completed lesson plans available for use.

 

 

 

Develop a program that provides instructional and training resources to science and math teachers of schools serving American Indians.

 

*Program will provide training sessions, workshops, and courses for teacher participants in science and math.

*Additional resources for classroom instruction will be made available to partner schools.

Teachers will have access to resources and training opportunities to enhance instruction in science and math.

*Documentation listing an increase in the number of trainings and workshops and courses that are made available to teachers.

*Pre and Post survey conducted for each training series to observe effectiveness of trainings.

*Secure additional funding sources to provide resources for classroom instruction in K-12 schools.

 

 

Make technology enhancement training opportunities available to all teachers in school systems serving American Indians

*Program will facilitate and make trainings in technology available to all teachers.

All teachers will have the opportunity to access training resources in technology.

*Documentation listing an increase in the number of trainings and workshops and courses that are made available to teachers.

 

 

 

Provide summer sessions for 30 K-12 teachers in schools serving American Indian students that will focus on technology training, curriculum research and development, and trainings focusing on National and South Dakota curriculum standards in science and math.

 

Host 30 teachers each summer and provide them with training workshops on integrating national and state science and math content into new and existing curriculum and technology training workshops.

*Participants will gain an understanding of where to locate national and state standards in science and math and how to insure that those standards are integrated into curriculum.*Participants will have exposure to a wide variety of technology that can be used in their classroom.

*Rooster from summer programs.

*Surveys inquiring how participants gained knowledge.

*Increase in curriculum with standards integration.

*More use of technology in the classroom, log files of schools internet servers, video conferencing bridge logs.

*Follow up surveys to see how trainings were helpful and knowledge is being used.

 

 

 

Produce 20 community based, technology savvy, science and math teachers, through a program that trains new teachers and retrains existing teachers at the K-12 level in the areas of science and math for schools serving American Indian students.

 

*Implement a program with K-12 partner schools and a partner college to provide science and math degree programs to new and existing teachers in three cohort groups within a 3 year time period.

Produce at least 20 science and math teachers at the K-12 level.

*An MOU between OLC and BHSU to certify teachers in math and science at the K-12 level.

*Graduation commencement exercises listing cohort participants as graduates.

 

 

 


NASA Honors Program

Objectives

Measurable Plan

Outcome

Information Source

Re-sults

Re-visions

Develop the students desire to excel in the study of science and mathematics.

Use pre and post Dutton survey to measure attitude concerning math and science.

Students will increase their foundation levels in science and math.

*Dutton Surveys,

*Student academic transcripts.

 

 

Introduce students to careers in math and science including what are the necessary preparations for careers in science and math through participatory activities, field trips, research, and mentor relationships

Conduct a pre and post survey of math and science career awareness for students.

Students will have a clear concept of what science and math careers available to them.

Poddell Survey, Program schedules and final reports documenting speakers, activities, and field trips.

 

 

Contribute to studentís confidence in their academic abilities and strengthen their study skills.

 

Monitor students during the school year, monitoring whether they are taking or avoiding upper division science and math courses.Check to see how well the students are doing in those classes.

Students will be better prepared for college prep courses and will be more successful in college.

Studentsí academic transcripts from school, summer program progress reports, summer program schedules, standardized test results from COMPASS, mock ACT, and actual ACT and SAT tests.

 

 

Acquaint students with post-secondary education and the necessary preparation for achieving success in college.

 

Provide students with exposure to college faculty and expectation for courses.Offer college courses to students within the structure of the program.Monitor to see how many students are entering and staying in college.

Students will gain exposure to college courses, college expectations, and the necessary preparation need for science and math careers.

*Studentsí transcripts from college classes taken during program,

*Database of how many students are entering and staying in college.

 

 

SOSMI Project Objectives

Objectives

Measurable Plan

Outcome

Information Source

Results

Plan for Revisions

Develop a model program that provides an infrastructure for stakeholders in science and math to network and share resources, ideas, and opportunities in science and math in schools serving American Indians.

 

Provide technology linkages that foster for stakeholder interaction, provide opportunities for teacher-to-teacher, student-to-students, and teacher-to-student interact.

*Establish mentoring groups with OLC science and math staff and faculty and K-12 partner school students and teachers.

*Stakeholders will be able to share resources and opportunities in relation to science and math.

*Teachers and students in a school will create a support system that will help ensure success throughout the academic year.

*Video Conferencing bridge log to monitor how many school wide conferences are arranged.

Observe how many students and teachers are interacting with local, regional, and national science and math organization (i.e. AISES).

*Documents detailing collaborative efforts of science and math mentor clubs.

*Science and math meeting minutes.

 

 

Target American Indian students in grades 9-12 and target K-12 teachers to provide residential summer enrichment opportunities in science and math and science and math education.

Coordinate accelerated summer residential enrichment programs for students and teachers participants that focus on science and math.

Students and teacher participants will engage in summer enrichments programs that will strengthen their science and math abilities.

Program documents outlining summer attendees.Documents will also show program offerings, activities and results.

 

 

Develop relationships and infrastructure to offer secondary education programs at Oglala Lakota College.

 

Utilize partnership with BHSU to establish a secondary education component at OLC.

OLC will be able to serve edu-cation needs at the secondary level for school systems serving American Indians.

OLC course catalog documenting the creation of new programs of study in secondary education.

 

 

Increase the number of American Indian students academically prepared to enter and succeed in college.

 

Recruit students in the 9th grade that will complete the high school component of the program.The program will introduce to science and math careers and prepare them for college.

 

An increase in the number of American Indian students entering into college.

*Program database that will maintain baseline data and career data on the students as the progress through high school and into college.

 

 

 

Increase the number of teachers at the K-12 level in science and math areas that serve American Indian students and provide opportunities for existing teachers to enter Master degree programs.

Select teacher participants for training and retraining in science and math.

Increase in the number of K-12 teachers with science and math emphasis areas.

*Program database that will maintain baseline data and career data on the teachers as they progress through the program.

 

 

 

 


SOSMI Three Budget

SOSMI Program Totals

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 1

 

 

Year 2

 

 

Year 3

 

 

Budget Total

SOSMI Teacher
Summer

$83,300

 

SOSMI Teacher Summer

$83,300

 

SOSMI Teacher
Summer

$83,300

 

$249,900

SOSMI Teacher
Academic

$111,656

 

SOSMI Teacher
Academic

$111,656

 

SOSMI Teacher
Academic

$111,656

 

$334,969

NASA Honors
Program

$135,044

 

NASA Honors
Program

$135,044

 

NASA Honors
Program

$135,044

 

$405,131

Program
Subtotal

$330,000

 

 

$330,000

 

 

$330,000

 

$990,000

 

 


SOSMI Teacher Prep Yearly Budget Summer Session

Summer Session

 

 

 

 

 

 

 

 

 

 

 

Summer Faculty and Trainings
salary with Fringe

Summer
Curriculum
Supplies

 

$3,000

child
care ($400), Meals ($375), Board 6 kids

 

$ 2,000.00

 

 

 

 

 

Graduate School

 

 

 

 

 

 

 

 

 

 

 

Number of Participants
grads

Number of
Days

# of Credit Hours

 

Tuition & Fees (per hour grad.)

Tuition & Fees

Books & Supplies

daily meals

Meals

Daily Board

Board

Stipend ($1600)

Per Part.
Total

1

10

3

 

250

$750.00

$100

$13

$260.00

$7.00

$70

$1,000

$1,430

 

 

 

 

 

 

 

 

 

 

 

 

 

15

10

3

 

250

$11,250.00

$1,500

$195

$3,900.00

$105.00

$1,050

$15,000

$21,450

K-12 Component

 

 

 

 

 

 

 

 

 

 

 

Number of Participants
teachers

 

# of Credit Hours

fees

Tuition & Fees (per hour USD)

Tuition & Fees

Books & Supplies

daily meals

Meals

Daily Board

Board

Stipend ($1600)

Per Part.
Subtotal

1

10

3

20

85

$275.00

$100

$13

$260.00

$7.00

$70

$1,000

$1,430

 

 

 

 

 

 

 

 

 

 

 

 

 

20

10

3

20

85

$5,100.00

$2,000

$260

$5,200.00

$140.00

$1,400

$10,000

$28,600

Summer Training

 

 

 

 

 

 

 

 

 

 

 

Number of Participants
techs

 

# of Credit Hours

 

Tuition & Fees (per hour OLC)

Tuition & Fees

Books & Supplies

daily meals

Meals

Daily Board

Board

Stipend ($1000)

Per Part.
Subtotal

1

10

3

20

100

$320.00

$75

$13

$260.00

$7.00

$140

$1,000

$1,475

10

10

3

20

100

$9,600.00

$750

$130

$2,600.00

$70.00

$1,400

$10,000

$14,750

 

 

 

 

 

 

 

Tuition
Assistance

 

 

SOSMI
Summer
Parti.

$69,800

 

 

 

 

 

 

 

 

$13,500

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SOSMI Sum.Total
w/ Tuition

$83,300

 


SOSMI Teacher Prep Yearly Budget Academic Session

Academic Year

 

 

 

 

 

 

 

 

 

Graduate Salary
with Fringe

Academic Year
salary with Fringe

 

 

Curriculum and
lab supplies

$3,500

 

 

 

 

Number of Participants

# of Credit Hours

Tuition & Fees (per hour OLC/USD)

fees

Tuition & Fees

Books & Supplies

Per Part. Tuition & fees

Stipend/
month

Stipend 9
months

Per Part.
Total

 

1

7

85

40

$635.00

$225

$860

$†††††† 200.00

$1,800

$2,025

 

 

 

 

 

 

 

 

 

 

 

 

20

7

85

40

$12,700.00

$4,500

$17,200

$††† 4,000.00

$36,000

$40,500

 

 

 

 

 

 

 

 

 

 

 

 

Graduate School

 

 

 

 

 

 

 

 

 

Number of Participants

# of Credit Hours

Tuition & Fees (per hour usd)

 

Tuition & Fees

Books & Supplies

Per Part. Tuition & fees

Stipend/
month

Stipend ($300/month)

Per Part.
Total

 

1

9

250

 

$2,250.00

$300

$2,550

$†††††† 300.00

$2,700

$3,000

 

 

 

 

 

 

 

 

 

 

 

 

15

9

250

 

$33,750.00

$4,500

$38,250

$††† 4,500.00

$40,500

$45,000

 

 

 

 

 

 

Academic Tuition
Assistance

$21,746

 

 

Academic
Subtotal

$110,746

SMET Teacher Prep Program

 

indirect cost (14%)

$910

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


NASA Honors Summer Component Yearly

SUMMER MEALS (41 days - 10 weekend days - Thursdays 6 = 25 days)

 

 

OLC/DIAL

# of Students

Daily Rate

# of Days

 

 

 

 

 

 

100

13

35

 

 

 

 

 

$45,500

Resident Assistants

 

 

 

 

 

 

 

# of RA's

Daily Rate

# of Days

 

 

 

 

 

 

8

13

35

 

 

 

 

 

$3,640

Dorm Supervisor

& Assist Site Co.

Daily Rate

# of Days

 

 

 

 

 

 

2

13

35

 

 

 

 

 

$910

Site Coordinator

 

 

 

 

 

 

 

 

# of Staff

Daily Rate

# of Days

 

 

 

 

 

 

1

13

35

 

 

 

 

 

$455

SUBTOTAL MEALS

 

 

 

 

 

 

$50,050

SUMMER LODGING

 

 

 

 

 

 

 

# of Students

Daily Rate

# of Days

 

 

 

 

 

 

85

8

41

 

 

 

 

 

 

(Includes Site Coordinator, Dorm Supervisors, Mentors/RA's)

 

 

 

 

SUBTOTAL SUMMER LODGING

 

 

 

 

 

$7,000

Classroom supplies

 

 

 

 

 

 

$4,500.00

Student supplies (OLC)

 

 

 

 

 

 

$4,000.00

College Classes

 

 

 

 

 

 

 

$9,100.00

College Class
Books/ACT Software

 

 

 

 

 

 

 

$2,000.00

Students stipends NASA V 12@$500, NASA VI 27@$200+270 for research

 

 

$15,000.00

Resident
Assistants

6

$3,000.00

30 days@ 8 hrs/
day*$11/hr

$2,640

Weekend
Overtime

$ 360.00

 

$18,000.00

Consultants (OLC)

 

 

 

 

 

 

 

$†††† 700.00

 

comm, Comp.,
Amer. Ind. (18/wk each)

Bio., Phys.
Chem (12hr/wk each)

Geology,
ESS (8 hr/wk each)

 

 

 

 

 

Faculty (6)
$17/hr

$3,672.00

$3,672.00

$1,632.00

 

 

 

 

$8,976.00

4 math tutors
4.5 hrs/week-$9/hr

 

 

 

 

 

 

 

$1,944.00

fringe (10%)

 

 

 

 

 

 

 

$2,892.00

travel (bus and van rental)

 

 

 

 

 

 

 

$††††† 5,000

Indirect (14% OLC)

 

 

 

 

 

 

 

$††††† 5,882

 

 

 

 

 

 

Subtotals

 

$135,044