权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

River Region Master Teaching Fellowships in Environmental Sustainability

河流地区环境可持续性硕士教学奖学金

基本信息

批准号：
1758497
负责人：
Karen Renzaglia
金额：
$ 219.68万
依托单位：
Southern Illinois University at Carbondale
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1758497&HistoricalAwards=false
关键词：
River Region Master Teaching Fellowships

项目摘要

To help meet the need for highly qualified STEM teachers in Southern Illinois and surrounding areas, Southern Illinois University Carbondale (SIUC) will implement a Track 3 Robert Noyce Master Teaching Fellowship project. The project focuses on environmental sustainability, with the aims of addressing local environmental problems and modernizing the STEM curricula, thereby training secondary school students for college success and living-wage jobs. To accomplish the project goals, SIUC is partnering with the Carbondale Science Center and high-need schools and school districts in the region. Participating schools or school districts include Belleville Township High School West, Cairo Jr./Sr. High School, Carruthers School, Norris City-Omaha-Enfield High School, Grayville Community Unit School District 1, Trico Community Unit School District 176, and Steeleville Community Unit School District 138. The project will select fifteen middle and high school teachers with master's degrees to serve as Master Teaching Fellows. Selection criteria include performance as educators, content knowledge, and commitment to enhancing STEM teaching practice through innovative and effective pedagogy. These Master Teaching Fellows will engage in summer research experiences and professional development throughout the five-year project. The goal of the project is to improve educational practices of STEM teacher leaders through engaging activities, targeted mentoring, and partnership with a local community Science Center. Participants will engage in a five-year program that integrates four core experiences throughout: content enhancement, research experiences, pedagogy, and leadership. Through teacher professional development, science literacy enhancement, and authentic research experiences, Master Teaching Fellows will lead their schools and districts to improve STEM education for thousands of underserved students in the rural River Region. Engagement of Master Teaching Fellows in collaborative efforts to enhance displays and events at the Science Center of Carbondale has the potential to reach learners in an informal setting and enhance science literacy in the community. Leadership development will be systematically incorporated into each year of the program through coursework, through pre-service and novice teacher mentoring, and through school reform activities. Program elements will follow a progression of topics through general sustainability concepts, toxicology/waste management, biodiversity, global environmental change, and energy. Coursework and authentic research experiences follow these topics and will culminate in a graduate Certificate in Sustainability designed specifically for teachers. will take science content courses prior to engaging in five consecutive Summer Research Institutes that immerse them for three weeks in inquiry-based and research activities mentored by SIUC researchers and science education experts. Activities will be designed to impart problem-solving, inquiry and critical thinking skills to students. During Summer Research Institutes, Master Teaching Fellows will also develop sustainability plans specific to their schools, such as reduction of pesticide loading and conservation of local energy usage. Master Teaching Fellows will develop and implement classroom activities based upon their coursework and research experiences. These activities will be NGSS-aligned, assessed through Action Research, and fine-tuned to maximize student learning. Student outcomes will be assessed through pre- and post-tests, established attitude and STEM assessment instruments, and high-quality tests developed by Illinois that are NGSS-aligned. Master Teaching Fellows will be guided via leadership workshops, coursework, and mentoring to increase professional knowledge, skills, and dispositions necessary to lead and bring about positive change in STEM education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

为了帮助满足南伊利诺伊州及周边地区对高素质STEM教师的需求，南伊利诺伊大学卡本代尔分校（SIUC）将实施第3轨罗伯特·诺伊斯硕士教学奖学金项目。该项目的重点是环境可持续性，目的是解决当地的环境问题，使STEM课程现代化，从而培训中学生，使他们能够成功上大学，并获得有生活工资的工作。为了实现项目目标，SIUC正在与卡本代尔科学中心和该地区的高需求学校和学区合作。参与的学校或学区包括贝尔维尔镇高中西，开罗小/高中，卡拉瑟斯学校，诺里斯市奥马哈恩菲尔德高中，格雷维尔社区单位学区1，特里科社区单位学区176，和斯蒂尔维尔社区单位学区138。该项目将选拔15名具有硕士学位的初中和高中教师担任硕士教学研究员。选择标准包括作为教育工作者的表现，内容知识，以及通过创新和有效的教学法加强STEM教学实践的承诺。这些硕士教学研究员将在整个五年项目中从事夏季研究经验和专业发展。该项目的目标是通过参与活动，有针对性的指导以及与当地社区科学中心的合作关系来改善STEM教师领导者的教育实践。参与者将参与一个为期五年的计划，该计划整合了四个核心经验：内容增强，研究经验，教学法和领导力。通过教师专业发展，科学素养的提高和真实的研究经验，硕士教学研究员将带领他们的学校和地区，以改善农村河流地区数千名服务不足的学生的STEM教育。在协作努力，以加强在卡本代尔科学中心的显示器和活动的主教学研究员的参与有可能在非正式的环境中接触到学习者，并提高社区的科学素养。领导力发展将通过课程、职前和新手教师指导以及学校改革活动，系统地纳入该计划的每一年。计划内容将遵循一般可持续性概念，毒理学/废物管理，生物多样性，全球环境变化和能源等主题的进展。课程和真实的研究经验遵循这些主题，并将在专为教师设计的可持续发展研究生证书中达到高潮。将采取科学内容的课程之前，从事五个连续的夏季研究机构，沉浸在他们三个星期的调查为基础的研究活动，由SIUC的研究人员和科学教育专家指导。活动将旨在传授解决问题，探究和批判性思维的技能给学生。在夏季研究机构期间，硕士教学研究员还将制定针对其学校的可持续发展计划，例如减少农药负荷和保护当地能源使用。硕士教学研究员将根据他们的课程和研究经验开发和实施课堂活动。这些活动将与NGSS保持一致，通过行动研究进行评估，并进行微调，以最大限度地提高学生的学习效果。学生的成绩将通过前和后测试，既定的态度和STEM评估工具，以及由伊利诺伊州开发的NGSS对齐的高质量测试进行评估。硕士教学研究员将通过领导研讨会，课程和指导来指导，以增加领导和带来STEM教育积极变化所需的专业知识，技能和部署。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

期刊论文数量（11）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Grain Quality as Influenced by the Structural Properties of Weed Communities in Mediterranean Wheat Crops

地中海小麦作物中杂草群落结构特性对籽粒品质的影响

DOI：
10.3390/agronomy13010049
发表时间：
2023
期刊：
Agronomy
影响因子：
0
作者：
Hernández Plaza, Eva;Bastida, Fernando;Gibson, David J.;Barro, Francisco;Giménez, María J.;Pallavicini, Yesica;Izquierdo, Jordi;González-Andújar, José L.
通讯作者：
González-Andújar, José L.

Taking the Bite out of Mosquito Bites: The Role of Perceived Risk

消除蚊虫叮咬：感知风险的作用