From Undergraduate STEM Major to Enacting the NGSS

从本科 STEM 专业到制定 NGSS

• 批准号: 1317059
• 负责人: Valerie Otero
• 金额: $ 9.99万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1317059&HistoricalAwards=false
• 关键词: Undergraduate; STEM; Major; Enacting; NGSS

The Colorado Learning Assistant (LA) model, recognized nationally as a hallmark teacher recruitment and preparation program, has run a national workshop annually for four years to disseminate and scale the program. This project expands the existing annual workshop to address changing needs of participants and to prepare eight additional faculty members to lead new regional workshops. Workshop sessions integrate crosscutting concepts, scientific practices, and engineering design as articulated in the Framework for K-12 Science Education (NRC, 2012). Infusing the Frameworks into the workshop helps STEM faculty better understand their role in preparing future K-12 teachers to implement the new standards, by transforming their own undergraduate courses in ways that actively engage students in modeling, argumentation, making claims from evidence, and engineering design. The National Science Foundation (NSF), the Howard Hughes Medical Institute (HHMI), the American Physical Society's PhysTEC project, and University of Colorado-Boulder, provide resources for national workshops in 2013 and 2014 allowing 80 additional math, science, and engineering faculty from a range of institutions to directly experience the LA model and to learn ways to implement, adapt, grow, and sustain a program on their own campuses. Evaluation of the project focuses on long-term effects of workshop participation and contributes to efforts to strengthen networks within the international Learning Assistant Alliance. The launching of 10 - 12 new LA programs is anticipated, and many existing programs will expand into new STEM departments as a result of the national workshops.Workshop participants are awarded travel grants and in return, provide data each year for two years so that long-term impacts of the workshop can be evaluated. Online surveys provide data about each institution's progress in setting up a program, departments in which the program runs, number of faculty involved, number of courses transformed, numbers of teachers recruited, and estimated number of students impacted. These data provide correlations between workshop attendance and new program development, and allow the computation of national cost per impacted student as well as the average cost per STEM teacher recruited. Anonymous data are made available to International Learning Assistant Alliance partners to promote collaborative research and materials development across sites. The 2013 and 2014 national workshops train eight faculty members who have experience running LA programs to offer regional workshops for local university and community college faculty members. This provides even greater potential for teacher recruitment and preparation through the LA model and for data collection from diverse institutions. This two-year project has potential to support 320 math, science, and engineering faculty as they transform their undergraduate courses in ways consistent with the Frameworks, in turn affording tens of thousands of undergraduate students (and hundreds of future teachers) more and better opportunities to engage with each other and with STEM content through the use of scientific and engineering practices. STEM faculty who participate in what appears to be an easy to adopt process of course transformation through the LA model, become more aware of issues in educational diversity, equity, and access leading to fundamental transformations in the way education is done in a department and at an institution, ultimately leading to sustained policy changes and shared vision of equitable, quality education.

科罗拉多州学习助理(LA)模式被全国公认为标志性的教师招聘和准备计划，四年来每年都会举办一次全国研讨会，以传播和推广该计划。该项目扩大了现有的年度讲习班，以满足参与者不断变化的需求，并准备增加8名教员，以领导新的区域讲习班。讲习班整合了交叉概念、科学实践和工程设计，如《K-12科学教育框架》(NRC，2012)所阐明的。将这些框架融入研讨会有助于STEM教师更好地了解他们在为未来的K-12教师实施新标准做准备方面所扮演的角色，方法是通过改造他们自己的本科课程，积极地让学生参与建模、论证、从证据中提出主张和工程设计。美国国家科学基金会(NSF)、霍华德·休斯医学研究所(HHMI)、美国物理学会的PhysTEC项目和科罗拉多大学博尔德分校为2013和2014年的国家研讨会提供资源，允许来自一系列机构的80名额外的数学、科学和工程教师直接体验LA模式，并学习如何在自己的校园实施、适应、发展和维持一个项目。对该项目的评价侧重于参加讲习班的长期影响，并有助于努力加强国际助学联盟内的网络。预计将推出10-12个新的LA项目，许多现有的项目将因国家研讨会而扩展到新的STEM部门。研讨会参与者将获得旅行津贴，并在两年内每年提供数据，以便评估研讨会的长期影响。在线调查提供了有关每家机构在建立项目方面的进展、该项目运行的部门、涉及的教职员工数量、转换的课程数量、招聘的教师数量以及估计的受影响学生数量的数据。这些数据提供了研讨会出勤率和新项目开发之间的关联，并允许计算每个受影响的学生的全国成本以及每个STEM教师招聘的平均成本。向国际学习助理联盟合作伙伴提供匿名数据，以促进跨网站的合作研究和材料开发。2013年和2014年的全国性研讨会培训了8名有运营洛杉矶项目经验的教职员工，为当地大学和社区学院的教职员工提供地区性研讨会。这为通过LA模式招聘和准备教师以及从不同机构收集数据提供了更大的潜力。这个为期两年的项目有可能支持320名数学、科学和工程教师以符合框架的方式改革他们的本科课程，进而为数万名本科生(以及数百名未来的教师)提供更多和更好的机会，通过使用科学和工程实践来相互接触和接触STEM内容。STEM教师通过LA模式参与一个似乎很容易采用的课程转型过程，更多地意识到教育多样性、公平性和入学机会方面的问题，导致一个系和一个机构的教育方式发生根本性变化，最终导致持续的政策变化和公平、高质量教育的共同愿景。