Preparing STEM Majors to become Highly Qualified STEM Teachers

帮助 STEM 专业学生成为高素质的 STEM 教师

• 批准号: 1557316
• 负责人: Valerie Allison
• 金额: $ 119.97万
• 依托单位: Susquehanna University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1557316&HistoricalAwards=false
• 关键词: Preparing; STEM; Majors; become; Highly

The Susquehanna University Noyce project addresses the need for highly qualified STEM teachers in urban and rural communities. It will prepare and support 25 physics, chemistry, and mathemtics majors to become highly qualified secondary education candidates for teaching positions in high-need school districts in Pennsylvania. Project objectives are to: recruit, retain, and graduate the Noyce scholars; to ensure they benefit from innovative best practices in STEM pedagogy; and to ensure they develop cultural competencies and the preparation needed to successfully teach in rural or urban high-need classrooms. The project emphasizes instructional practices that engage learners in inquiry-based learning activities and provides relevant and significant field experiences. An important component of the project is the emphasis placed on promoting cultural competencies related to linguistic, cultural, and economic diversity. Candidates develop these competencies through field placements, cultural immersion, and add-on certification as English as a Second Language (ESL) Program Specialists. Upon graduation and employment in Pennsylvania schools, Noyce scholars will be provided on-going mentorship through site visits and alumni retreats. The Susquehanna University Noyce project will prepare the physics, chemistry, and mathematics majors through the following: An internship program that provides these pre-service teacher candidates with early teaching experiences incorporating systematic reflection, mentoring, and constructive feedback; field experiences that provide cross-cultural immersion in high-need rural or urban communities and are supported through systematic critical reflection; field experiences that prepare the candidates for working in economically, culturally, and linguistically diverse classrooms; courses that include best pedagogical practices for diverse classrooms, and optional ESL certification. In addition, the STEM educational methods courses will model and prepare candidates to utilize instructional activities characterized by inquiry, experimentation, collaboration, and interdisciplinary learning. Finally, during student teaching, Noyce scholars will complete action research capstone projects on their instructional practices. Data will be systematically collected on each element of the Noyce Scholars project, as well as on the holistic experience of Noyce scholars, to assess individual and cumulative consequences. Ultimately, the project will prepare STEM teachers with a sophisticated understanding of diverse and underserved students' learning needs and deep knowledge about their content area and effective pedagogical approaches. Teachers who possess strong content knowledge, employ engaging instructional practices, and understand students and their communities promote greater student academic achievement and sustained interest than those lacking one or more of these capacities. When learners from underserved communities view their teachers as community members and/or invested in their communities, they are more likely to see themselves as capable of pursuing similar academic and professional paths. This project has the potential to positively impact surrounding high-need communities by increasing academic achievement, STEM engagement, and subsequent interest in postsecondary education and/or STEM-related careers. In turn, these project outcomes hold potential to expand the knowledge-base regarding the preparation of teachers to succeed in such high-need school districts. Susquehanna University has a commitment to actively recruit Noyce scholars from historically underserved populations (minority, low-income, and first-generation students) in order to increase the presence of relatable role models in mathematics and science.

Susquehanna University Noyce项目满足了城市和农村社区中高素质的STEM教师的需求。 它将准备和支持25种物理学，化学和数学专业的专业，成为高素质的中学教育候选人，以在宾夕法尼亚州高需求的学区任教职位。项目目标是：招募，保留和毕业Noyce学者；确保它们从STEM教育学中创新的最佳实践中受益；并确保他们发展文化能力以及在农村或城市高需求教室中成功教书所需的准备。该项目强调教学实践，使学习者参与基于询问的学习活动，并提供相关和重要的现场经验。该项目的一个重要组成部分是强调促进与语言，文化和经济多样性有关的文化能力。候选人通过现场安置，文化沉浸和英语作为第二语言（ESL）计划专家的附加认证来发展这些能力。在宾夕法尼亚州学校毕业和就业后，将通过现场访问和校友务虚会提供Noyce学者的持续指导。 Susquehanna University Noyce项目将通过以下以下内容准备物理，化学和数学专业：实习计划，为这些服务前教师候选人提供早期的教学经验，并结合了系统的反思，指导和建设性的反馈；跨文化沉浸于高需求的农村或城市社区的实地经验，并通过系统的批判性反思得到支持；野外经验为候选人做好准备，以在经济，文化和语言上多样化的教室工作；包括用于不同教室的最佳教学实践的课程以及可选的ESL认证。此外，STEM教育方法课程将建模并准备候选人，以利用以询问，实验，协作和跨学科学习为特征的教学活动。最后，在学生教学期间，Noyce学者将完成有关其教学实践的行动研究顶峰项目。数据将在Noyce学者项目的每个要素以及Noyce学者的整体体验上系统地收集数据，以评估个人和累积后果。最终，该项目将对STEM教师做好对多样化和服务不足的学生的学习需求以及对其内容领域以及有效的教学方法的深入了解的复杂理解。拥有丰富的内容知识，采用引人入胜的教学实践并了解学生及其社区的教师比缺乏其中一个或多个能力的教师促进了学生的学术成就和持续的兴趣。当来自服务不足的社区的学习者将他们的老师视为社区成员和/或在社区中投资时，他们更有可能认为自己有能力追求类似的学术和专业道路。该项目有可能通过增加学术成就，参与度以及随后对上学后教育和/或与STEM相关的职业的兴趣来积极影响周围的高需求社区。反过来，这些项目成果有潜力扩大有关教师在这样的高需求学区取得成功的知识基础。 Susquehanna University致力于积极招募历史悠久的人群（少数民族，低收入和第一代学生）的Noyce学者，以增加数学和科学中相关榜样的存在。