The Claremont Colleges' STEM Initiative (CCSI) to Improve STEM Pedagogy Through Transferable STEM Skills

虽然人们普遍认为拥有STEM教育硕士的重要性，但关于如何培养他们的“诀窍”有限。在罗伯特·诺伊斯教师奖学金项目的支持下，克莱蒙特学院的STEM倡议（CCSI）将通过可转移的STEM技能来改善STEM教学，并将研究这一问题，同时培养24名STEM硕士教育工作者，以满足国家对高效STEM教师的需求。Claremont研究生大学的教育教师和Claremont学院的STEM教师将与6个当地学区、STEM行业专业人士和Woodrow Wilson国家基金会合作，招募9名模范数学和科学教师（Master Teacher Fellows或mtf），并为他们提供STEM教育的专业发展。此外，该项目将招募15名具有STEM学科本科学位的优秀大学毕业生（教学研究员或tf），首先获得数学或科学教师的技能，然后获得额外的支持和专业发展，成为STEM硕士教育工作者。结果将是教师在其学科中拥有坚实的基础，并使学生能够发展跨越STEM学科的可转移技能。该提案将提供一个专业发展计划，包括一系列课程，教授四个STEM领域的可转移STEM技能：应用数学、生命科学、计算机科学和工程。此外，研究员将参加专业学习社区，并获得国家委员会认证的支持。CCSI项目将实施、完善和评估其基于研究的专业发展计划，该计划利用有效的STEM教师准备和有效的STEM教学实践的知识库。在此过程中，该项目将产生关于如何最好地准备和培养STEM硕士教育工作者的见解。CCSI将完善一项观察协议，用于衡量教师的STEM教学实践和可转移的STEM技能。CCSI观察工具将以改革教学观察协议（Sawada et al, 2002）为基础，并反映各州采用的科学教育标准（下一代科学标准）和数学教育标准（共同核心州标准）。与通过访谈、作品集分析和教师绩效评估收集的其他数据一起，本协议将用于评估CCSI的STEM PD计划是否对资助的mtf和TFs及其K-12学生产生了增值影响。CCSI学员将接受指导，了解如何为该领域做出贡献，包括为其他对如何将STEM概念带入课堂感兴趣的数学/科学教师提供所在地区的领先专业发展。因此，CCSI项目将有助于培养能够对学生和学校产生深远积极影响的教师领导者和教学变革推动者。CCSI硕士教师研究员（mtf）也将接受导师培训，预计CCSI mtf将继续作为新兴STEM教育工作者的导师。此外，作为CCSI STEM PD计划核心的四门课程STEM系列将被评估为希望成为STEM教育者的数学和科学教师的STEM入门计划的基石，从而成为加州STEM入门计划的典范。总的来说，24名CCSI研究员每年将影响大约3,120名K-12学生。虽然CCSI研究员将教授的学生人数可观，但更重要的是该项目将对他们的课堂教学产生的影响。CCSI研究员将迫使他们的学生从应用情境和可转移的STEM技能的角度来思考数学和科学，以满足21世纪大学和职业的需求。

While there is widespread agreement regarding the importance of having Master STEM Educators, there is limited "know-how" regarding how to cultivate them. With support from the Robert Noyce Teacher Scholarship program, the Claremont Colleges' STEM Initiative (CCSI) to Improve STEM Pedagogy Through Transferable STEM Skills will research this issue while preparing 24 Master STEM Educators to address the nation's need for effective STEM teachers. In partnership with 6 local school districts, STEM industry professionals, and the Woodrow Wilson National Foundation, Education faculty from Claremont Graduate University and STEM faculty from the Claremont Colleges will recruit 9 exemplary math and science teachers (Master Teacher Fellows or MTFs) and provide them with professional development specific to STEM Education. Additionally, the project will recruit 15 high-performing college graduates with an undergraduate degree in a STEM discipline (Teaching Fellows or TFs) to first obtain the skillsets of a math or science teacher and then to receive added support and professional development to become a Master STEM Educator. The outcome will be teachers who have a solid foundation in their discipline and who enable students to develop transferable skills that cut across the STEM disciplines. With a focus on transferable skills, the proposal would offer a professional development program consisting of a series of courses that teach transferrable STEM skills in four STEM areas: Applied Mathematics, Life Sciences, Computer Science and Engineering. In addition, the Fellows will participate in Professional Learning Communities and receive support for attaining National Board Certification. The CCSI project will implement, refine and evaluate its research-based Professional Development program that draws on the knowledge-base of effective STEM teacher preparation and effective STEM pedagogical practices. In doing so, the project will yield insights regarding how to best prepare and develop Master STEM educators. The CCSI will refine an observational protocol used to measure a teacher's STEM pedagogical practices and transferable STEM skills. The CCSI Observation Tool will build upon the Reform Teaching Observation Protocol (Sawada et al, 2002) and reflect state adopted standards for science education (Next Generation Science Standards) and math education (Common Core State Standards). Along with other data collected through interviews, portfolio analysis, and Teacher Performance Assessment, this protocol will be used to evaluate whether CCSI's STEM PD Program had a value-added impact on the funded MTFs and TFs and their K-12 students. CCSI Fellows will be mentored in how to make contributions to the field which will include leading professional development in their districts for other math/science teachers interested in how they too can bring STEM concepts into their classrooms. The CCSI Project thus will help to create teacher leaders, instructional change agents who can have a profoundly positive impact on students and schools. The CCSI Master Teacher Fellows (MTFs) will also receive mentorship training and it is expected that the CCSI MTFs will continue to serve as mentors to emerging STEM educators. Furthermore, the four-course STEM series that is at the heart of CCSI's STEM PD Program will be evaluated as a cornerstone of STEM Induction Programs for math and science teachers wanting to develop as STEM Educators thereby serving as a model for a STEM Induction program in California. Collectively, the 24 CCSI Fellows will impact approximately 3,120 K-12 students annually. While the number of students who will be taught by the CCSI Fellows is notable, even more significant is the impact the project will have on their instruction in the classroom. The CCSI Fellows will compel their students to think of math and science in terms of applied situations and the transferable STEM skills needed to meet the demands of 21st Century colleges and careers.