Workshops to Increase Engineering Participation in the Noyce Program

该项目每年计划和实施几次为期一天的研讨会，与美国工程教育协会（ASEE）的国家和部门会议一起，以鼓励工程教师制定Noyce提案。这些研讨会的目标是那些倾向于考虑提交Noyce提案的工程教师，并帮助他们(1)对使用K12系统有足够的了解，(2)对Noyce程序有足够的了解，以便他们能够有效地编写Noyce提案。这些工作坊是与两位高度参与K12教育的工程教育工作者协商设计的。一名现任的当地Noyce PI和一名Noyce学者参与了每个研讨会的一部分，以提供对Noyce程序如何工作的理解。研讨会计划包括讨论分配给参与者的提前作业，让他们从校园的教育教师那里了解K12执照要求，讨论成功项目的例子，成功的Noyce提案要求的信息，以及指导工程学院如何在自己的家庭机构内工作，以获得大学利益相关者的支持，并与教师教育项目成功合作。参与者在研讨会上花时间制定可行的Noyce提案的详细大纲。该项目随后通过个人通信和讲习班参与者的名单服务与讲习班参与者保持联系。每年在ASEE主办的两次全国年会的同时举办研讨会，并举办4 - 5次分组会议。将研讨会与区域和国家ASEE会议联系起来，旨在影响参与者的广泛地理分布，旨在改善Noyce组合的地理分布，从而接触到更广泛的潜在K12教师受众。由于工程师接受的培训是从解决问题的角度来研究STEM学科，因此这项努力的最终结果是增加K12 STEM教师的数量，他们教授STEM学科的教学方法包括来自现实世界应用的相关示例。这些讲习班预计将在三年内达到360名参与者。工作坊评估的形成性评估指导了改进，并且跟踪了以工程为重点的新Noyce奖的数量。

This project is planning and implementing several one-day workshops each year in conjunction with national and sectional meetings of the American Society of Engineering Education (ASEE) for the purpose of encouraging engineering faculty to develop Noyce proposals. These workshops target engineering faculty who are inclined to consider submitting Noyce proposals, and help them to (1) develop sufficient understanding of working with K12 systems, and (2) learn enough about the Noyce program so that they can write Noyce proposals effectively. The workshops are designed in consultation with two engineering educators who have been highly involved in K12 education. A current, local Noyce PI and a Noyce scholar are involved in part of each workshop to provide an understanding of how a Noyce program works. The workshop program includes discussion of advance homework assigned to participants to learn about K12 licensure requirements from an education faculty member on their campus, discussion of examples of successful projects, information about the requirements for successful Noyce proposals, and guidance in how engineering faculty can work within their own home institutions to gain buy-in from stakeholders at their universities and to collaborate successfully with teacher education programs. Participants spend time during the workshops developing detailed outlines of viable Noyce proposals. The project maintains contact with workshop participants afterward through individual communications and a listserv of workshop participants. Each year, workshops are held in conjunction with the two national annual conferences sponsored by ASEE, and with 4 or 5 sectional meetings. Linking the workshops with both regional and national ASEE meetings is designed to impact a wide geographic distribution of participants, with the intent of improving the geographic distribution of the Noyce portfolio and thereby reaching a broader audience of prospective K12 teachers. Because engineers are trained to approach STEM subjects from a problem solving orientation, the ultimate result of this effort is to increase the number of K12 STEM teachers whose pedagogical approach to teaching STEM subjects includes relevant examples from real world applications. The workshops are expected to reach 360 participants over three years. Formative assessment from workshop evaluations guides improvement and the numbers of new engineering-focused Noyce awards is being tracked.