Summer STEM Teaching Experiences for Undergraduates from Liberal Arts Institutions

有充分的证据表明，国家需要在几个STEM学科中具有丰富内容知识的K-12教师。在这方面，文科院校的本科STEM专业是一个潜在的STEM教师群体。夏季STEM本科生教学体验（TEU）项目将为文理学院和大学的本科STEM专业学生提供沉浸式的暑期中学数学或科学教育体验。TEU计划将鼓励这些学生通过高质量的学科特定教育学课程，结合以城市教育为重点的教学实习，探索K-12 STEM教育的职业生涯。由于许多文科院校规模较小，他们面临的一个关键挑战是如何为STEM本科学生提供高质量的课程和经验，这些课程和经验主要集中在数学或科学教育学上。TEU项目旨在满足这一需求。作为布朗大学暑期高中项目的一部分，数学TEU模型已于2013-2015年夏季在布朗大学进行了试点。通过这个TEU项目，数学试点将加入科学TEU。该项目由巴纳德学院、布朗大学、布林莫尔学院、三一学院和瓦萨学院的教师领导，将有助于改善本科STEM教育- ehr工作的意图，增加对K-12企业中文科院校STEM专业学生的理解。在5个暑假里，将从全国61所文科院校中招募120名本科生（每年24名）参加为期6-7周的TEU项目。每年夏天，12名本科生将参加布朗大学的数学TEU项目，12名本科生将参加三一学院的科学TEU项目。教学实习由TEU参与者在导师的监督下设计和教授，将为来自普罗维登斯地区和哈特福德中学三一学院的约1250名当地高需求城市中学生提供暑期充实课程。TEU为参与者提供了获得60小时教育学课程学分的选择。TEU参与者将在下一学年在其所在机构进行STEM领导项目。TEU项目调查员将参与设计和开发研究，以探索TEU模式（由沉浸式暑期体验和教师领导项目组成）在多大程度上影响参与者的教学准备。具体的有益学习者成果要检查包括：职前教师的教学知识，功效，有效性和领导。本研究将采用多案例研究方法和混合效应模型来分析累积数据。这些数据将包括参与者对核心课程内容知识的前后测试、观察数据、调查和从所有参与者收集的自我评估，以及从较小一部分TEU参与者那里收集的半结构化访谈和教学工件。通过TEU模型和随之而来的教育研究，将为广泛采用该模型提供证据，并将有助于该项目产生更广泛的影响。

There is a well-documented national need for K-12 teachers with substantial content knowledge in the several STEM disciplines. In this regard, undergraduate STEM majors from liberal arts institutions are an under-tapped pool of potential STEM teachers. The Summer STEM Teaching Experiences for Undergraduates (TEU) program will provide undergraduate STEM majors from liberal arts colleges and universities with an immersive summer experience in secondary mathematics or science education. The TEU program will encourage these students to explore careers in K-12 STEM education via a high quality discipline specific pedagogy course integrated with a teaching practicum with a focus on urban education. Owing to the small size of many liberal arts institutions, a key challenge they face is how to provide their undergraduate STEM students with high quality courses and experiences that are focused on mathematics or science pedagogy. The TEU program is designed to fill this need. The mathematics TEU model has been piloted during the summers of 2013-2015 at Brown University as part of the Brown Summer High School program. Through this TEU project, the mathematics pilot will be joined by the science TEU. The project, led by faculty from Barnard College, Brown University, Bryn Mawr College, Trinity College and Vassar College will contribute to the intent of the Improving Undergraduate STEM Education-EHR effort in adding to the understanding associated with engaging STEM majors from liberal arts institutions in the K-12 enterprise. Over five summers, a total of 120 undergraduates (24 per year) will be recruited from a national network of sixty-one liberal arts institutions to take part in the 6-7 week TEU program. Each summer twelve undergraduate students will participate in the mathematics TEU program to be held at Brown University and twelve will participate in the science TEU program to be held at Trinity College. The teaching practicum, designed and taught by the TEU participants working under the supervision of master teacher mentors, will provide a summer enrichment course to approximately 1250 local high-need urban secondary students drawn from the Providence area and from the Hartford Middle Magnet Trinity College Academy. The TEU provides participants with the option to receive credit for the 60 hour pedagogy course. TEU participants will undertake a STEM leadership project at their home institution during the following academic year. TEU project investigators will engage in design and development research to explore the extent to which the TEU model, consisting of an immersive summer experience and teacher leadership project, affects the participants' preparation for teaching. Specific beneficial learner outcomes to be examined include: preservice teacher pedagogical knowledge, efficacy, effectiveness, and leadership. The research will employ a multiple-case study approach and a mixed-effects model to analyze the cumulative data. The data will include pre- and post-tests of participant knowledge of core course content, observational data, surveys and self-assessments collected from all participants, as well as semi-structured interviews and collection of artifacts of teaching from a smaller subset of TEU participants. What will be learned through the TEU model, and attendant educational research, will provide evidence for wide adoption and will contribute to the broader impacts of this project.