Tipping the Balance to STEM Teaching: Recruiting and Supporting UCLA Undergraduates

倾斜 STEM 教学的平衡：招募和支持 UCLA 本科生

• 批准号: 1035164
• 负责人: Joseph Rudnick
• 金额: $ 119.99万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1035164&HistoricalAwards=false
• 关键词: Tipping; Balance; STEM; Teaching; Recruiting

This project represents a strong partnership across the UCLA campus, including the School of Engineering, the College of Letters and Science and the Graduate School of Education and Information Studies, with the Los Angeles Unified School District. The program starts with a proactive recruitment plan among sophomore science, technology, engineering and mathematics (STEM) majors on the UCLA campus and STEM majors entering UCLA from community colleges. It offers the opportunity for 20 STEM students/year to explore teaching in a structured two-week September internship before the start of their junior year. Fifty-eight undergraduates are invited to begin credential preparation in their senior STEM year as Noyce scholars with a scholarship of $15,000. While completing the senior year, the students are admitted to the (Masters in Education) MEd program, which coincides with their first year of teaching and creates a cohort of Noyce scholars to network and collaborate with. Mentoring by both education and discipline-specific faculty and advisors is also a strong addition to this model. The project team contains a mix of STEM and education faculty all with a demonstrated commitment to training teachers for high needs schools. The social-justice mission of the UCLA teacher education program prepares its teachers specifically for high-need schools in which low SES and high ELL populations are the norm.Intellectual Merit: The project is helping to assess and understand the essential components for a research institution such as UCLA, which lacks a strong presence of teacher preparation, to foster and support students who want to explore and pursue secondary school STEM teaching careers.Broader Impact: Over a five-year span the project is providing 80 juniors with two-week classroom summer internships that foster permanent ties and mentorships with exemplary teachers and will graduate 58 Noyce Scholars to teach in high needs schools. During the induction year following the scholarship year, UCLA is continuing to provide the Noyce scholars with both a field supervisor, who assists, monitors and supports their progress and a cohort community of fellow first-year science and math teachers. This specific training focus and continuing mentorship, a part of the UCLA teacher education program, has been shown to lead to a very high five-year retention rate in urban schools and to continuing careers in education leadership for its graduates. During the second Noyce service-year, UCLA is continuing to provide networking opportunities for the Noyce scholars and ensuring that they are monitored in a district-supported Beginning Teacher Support and Assessment (BTSA) program. Given the make-up of the leadership team the project is also providing a new visibility at UCLA for the need in California for highly qualified science and mathematics teachers and a knowledge across the campus among faculty, staff, and students of the resources that UCLA has to help students pursue this career.

该项目代表了整个加州大学洛杉矶分校校园的强大合作伙伴关系，包括工程学院，文学与科学学院和教育与信息研究研究生院，与洛杉矶联合学区。该计划首先在UCLA校园的大二科学，技术，工程和数学（STEM）专业以及从社区学院进入UCLA的STEM专业中进行积极的招聘计划。 它为20名STEM学生/年提供了在大三开始前在9月为期两周的结构化实习中探索教学的机会。58名本科生被邀请开始证书准备在他们的高级干一年作为诺伊斯学者与$15，000的奖学金。在完成高年级的同时，学生被录取为（教育硕士）MEd课程，这与他们的第一年教学相吻合，并创建了一批诺伊斯学者进行网络和合作。由教育和学科特定的教师和顾问指导也是对这种模式的有力补充。项目团队由STEM和教育教师组成，他们都致力于为高需求学校培训教师。加州大学洛杉矶分校教师教育计划的社会正义使命是专门为低SES和高ELL人口是常态的高需求学校准备教师。该项目正在帮助评估和了解加州大学洛杉矶分校等研究机构的基本组成部分，该机构缺乏强大的教师准备，培养和支持想要探索和追求中学STEM教学职业的学生。在五年的时间里，该项目为80名大三学生提供了两个-为期一周的课堂暑期实习，培养与模范教师的永久联系和指导，并将毕业58诺伊斯学者在高需求的学校任教。在奖学金年度之后的入职年度，加州大学洛杉矶分校继续为诺伊斯学者提供现场监督员，协助，监督和支持他们的进步，以及一年级科学和数学教师的队列社区。这种特定的培训重点和持续的指导，加州大学洛杉矶分校教师教育计划的一部分，已被证明导致非常高的五年留存率在城市学校和继续教育领导的毕业生的职业生涯。在第二个诺伊斯服务年，加州大学洛杉矶分校继续为诺伊斯学者提供网络机会，并确保他们在地区支持的开始教师支持和评估（BTSA）计划进行监测。 鉴于领导团队的组成，该项目还提供了一个新的知名度在加州大学洛杉矶分校的需要在加州高素质的科学和数学教师和知识在整个校园之间的教师，工作人员和学生的资源，加州大学洛杉矶分校有帮助学生追求这一事业。