Husky STEM Teacher Scholars: Creating New pathways and Broadening Participation in Mathematics and Science Teaching

哈士奇 STEM 教师学者：创造新途径并扩大数学和科学教学的参与

• 批准号: 1951836
• 负责人: Melissa Hanzsek-Brill
• 金额: $ 120万
• 依托单位: St. Cloud State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1951836&HistoricalAwards=false
• 关键词: Husky; STEM; Teacher; Scholars; Creating

The project aims to increase the number of high-quality mathematics, chemistry and physics teachers who can address student learning in high-need, diverse schools. This goal has both national and local relevance. For example, to meet local needs for STEM teachers, data indicates that the University will need to triple the number of STEM teachers it produces. This project intends to help address this need by developing a replicable model for recruiting students via a well-established learning assistant program and supporting teacher candidates as they begin STEM teaching careers. An area of emphasis will be to recruit STEM majors from diverse cultural backgrounds, including students who begin higher education at two-year institutions. This project aims to improve field experiences for teacher candidates by engaging students in STEM outreach activities and developing a model for effectively involving two-year institution faculty and P-12 teachers in STEM teacher recruitment, preparation, and support. The project intends to generate data about outreach results and relationships with P-12 teachers. It intends also to document the impact of serving as a Learning Assistant and Learning Assistant leader on teacher candidates’ effectiveness in the classroom. The overall project goal is to increase the number and diversity of students obtaining STEM teaching licensure in Minnesota. This project at St. Cloud State University includes partnerships with Anoka Ramsey Community College, St. Cloud Technical and Community College, and the St. Cloud Area School District. The project anticipates supporting 24 undergraduate mathematics, chemistry, or physics majors over the five years of the award. There are six project goals: 1) to recruit STEM majors at two- and four-year institutions to become STEM teachers via participation in outreach and the learning assistant experience with a related co-teaching field component and cultural competency seminar; 2) to create a pipeline using early P-12 STEM outreach opportunities, field placement in diverse high-needs settings, and the learning assistant program; 3) to build a strong relationship among college students, faculty, and teachers, that link pre-service preparation with field-based best practices in STEM and culturally relevant pedagogy 4) to engage Noyce Scholars in a research experience mirroring the induction support that participants receive from the University during the first three years of teaching; 5) to implement a project evaluation regarding targeted outreach linked to best practices, learning assistant program participation, cultural competency seminar, and action research as part of assessment of teacher effectiveness during the Scholars’ first three years of teaching; and 6) to pilot a scalable STEM teacher education program that includes intentional support for teaching in high-needs districts. Research will be conducted on how cultural competency training for pre-service teachers, together with targeted field experiences with mentor teachers, influences teaching and learning outcomes in secondary Mathematics, Chemistry and Physics classrooms, especially for urban schools and areas with diverse student populations. This Track 1 Scholarships and Stipends collaborative project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在增加高素质数学、化学和物理教师的数量，以满足高需求、多元化学校的学生学习需求，例如，满足当地对 STEM 教师的需求。数据表明，该大学需要将其培养的 STEM 教师数量增加两倍，该项目旨在通过开发一个可复制的模型，通过完善的学习助理计划来招募学生，并在教师候选人开始 STEM 教学时为其提供支持，从而帮助满足这一需求。一个重点领域是招聘。来自不同文化背景的 STEM 专业学生，包括在两年制院校开始接受高等教育的学生。该项目旨在通过让学生参与 STEM 外展活动并开发有效让两年制院校教师和 P 参与的模型来改善教师候选人的现场经验。 -12 名教师参与 STEM 教师招聘、准备和支持 该项目旨在生成有关外展结果以及与 P-12 教师关系的数据 它还旨在记录担任学习助理和学习助理领导者对教师候选人的影响。 ' 课堂的整体效果。目标是增加明尼苏达州获得 STEM 教学许可证的学生数量和多样性。圣克劳德州立大学的该项目包括与阿诺卡拉姆齐社区学院、圣克劳德技术和社区学院以及圣克劳德地区学区的合作。该项目预计在该奖项的五年内支持 24 名数学、化学或物理专业的本科生，该项目有六个项目目标：1）通过参与外展和培训，在两年制和四年制院校招募 STEM 专业的学生成为 STEM 教师。学习助手体验与相关的共同教学现场组成部分和文化能力研讨会；2）利用早期 P-12 STEM 外展机会、不同高需求环境中的现场安置以及学习助理计划创建渠道；3）建立牢固的关系；在大学生、教师和教师中，将职前准备与 STEM 和文化相关教学法的实地最佳实践联系起来 4) 让诺伊斯学者参与研究体验，反映参与者在入职期间从大学获得的入职支持教学的前三年；5) 实施一项与最佳实践、学习助理计划参与、文化能力研讨会和行动研究相关的有针对性的外展项目评估，作为学者在教学的前三年期间评估教师有效性的一部分6) 试行一项可扩展的 STEM 教师教育计划，其中包括对岗前教师的文化能力培训以及导师教师的有针对性的实地经验如何影响教学进行有意支持。和中学学习成果数学、化学和物理教室，特别是针对城市学校和学生群体多样化的地区，该第一轨奖学金和津贴合作项目通过罗伯特·诺伊斯教师奖学金计划 (Noyce) 提供支持，为有才华的 STEM 本科专业和专业人士提供支持。成为高效的 K-12 STEM 教师，并成为经验丰富、堪称典范的 K-12 STEM 教师，成为高需求学区的 STEM 大师级教师。 它还支持关于持续性、保留性和有效性的研究。高需求学区的 K-12 STEM 教师。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。