Building Capacity to Prepare STEM Majors to Become STEM Educators

培养 STEM 专业学生成为 STEM 教育者的能力

• 批准号: 1758506
• 负责人: Ksenija Simic-Muller
• 金额: $ 7.29万
• 依托单位: Pacific Lutheran University
• 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 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1758506&HistoricalAwards=false
• 关键词: Building; Capacity; Prepare; STEM; Majors

The Building Capacity to Prepare STEM Majors to Become STEM Educators project is a Capacity Building project at Pacific Lutheran University (PLU), in preparation for a Noyce Track 1 proposal. The project's primary goals include building institutional capacity to produce highly skilled K-12 STEM teachers, particularly for service in marginalized communities, as well as deepening partnerships with surrounding school districts. The project aims to develop an undergraduate course that will deepen preservice teachers' knowledge of STEM content and pedagogy. As a part of the new course, preservice teachers will have field experiences in culturally and linguistically diverse public schools. Preservice teacher supervisors will receive training on how to best foster STEM teaching development. The project will also create a resource library with curriculum materials and STEM related diversity-responsive literature for use by PLU students and local school partners. This project seeks to build capacity to prepare highly qualified STEM teachers through (i) strong collaborations with local and regional partnerships via an advisory board and (ii) the engagement of diverse student populations in STEM learning through culturally responsive curriculum. Preservice teachers participating in the project will be undergraduates from all STEM disciplines including biology, chemistry, physics, geosciences, mathematics, and computer science. The project will develop an interdisciplinary, research-based course that includes K-8 classroom experiences to deepen students' knowledge of science content and pedagogy. Through the development of interdisciplinary partnerships, students will co-plan and teach science lessons with local K-12 teachers. Student field placements will occur in three local school districts (Tacoma, Franklin Pierce, and Clover Park) that serve diverse student populations in poverty affected communities and that are intentionally building their STEM teaching capacity. The mutually beneficial partnership between PLU and local school districts has the potential to result in authentic school and university-based experiences for PLU students. In addition to their impact on preservice teacher knowledge, these experiences aim to enhance STEM education for school district students, foster school-university STEM collaborations, enhance teaching and learning in the schools and PLU, and provide new materials and intellectual resources for local teachers. The advisory board will include members from the Puget Sound Educational Service District, the Board of the Smithsonian Science Education Center's program (Leadership and Support for Science Education Reform), PLU faculty, and the Institute for Systems Biology. Through a design-based research (DBR) approach, this project aims to generate knowledge on how to leverage collaborations to create effective STEM-focused course offerings, improve teacher preparation and development, and foster mutually beneficial partnerships. The DBR approach to bring about change involves implementing multiple iterations of design, implementation, analysis, and redesign. This project is the first iteration that will collect and analyze data such as observations, surveys, and student reflections, within the DBR context. Dissemination efforts will focus on sharing the project's results at STEM and Education conferences as well as in science education and teacher education journals, both regionally and nationally.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.

培养STEM专业学生成为STEM教育工作者的能力建设项目是太平洋路德大学（PLU）的一个能力建设项目，为诺伊斯第一轨道提案做准备。该项目的主要目标包括建设机构能力，培养高技能的K-12 STEM教师，特别是为边缘化社区服务，以及深化与周边学区的伙伴关系。该项目旨在开发一门本科课程，加深副教授对STEM内容和教学法的了解。作为新课程的一部分，兼职教师将在文化和语言多样的公立学校有实地经验。职前教师主管将接受培训，了解如何最好地促进STEM教学发展。该项目还将创建一个资源库，提供课程材料和STEM相关的多样性响应文献，供PLU学生和当地学校合作伙伴使用。该项目旨在通过以下方式建设培养高素质STEM教师的能力：（i）通过咨询委员会与地方和区域伙伴关系开展强有力的合作;（ii）通过文化适应性课程让不同学生群体参与STEM学习。参与该项目的职前教师将是所有STEM学科的本科生，包括生物学，化学，物理学，地球科学，数学和计算机科学。该项目将开发一门跨学科的研究型课程，其中包括K-8课堂体验，以加深学生对科学内容和教学法的了解。通过跨学科合作伙伴关系的发展，学生将与当地K-12教师共同计划和教授科学课程。学生实地实习将发生在三个当地学区（塔科马，富兰克林皮尔斯，和三叶草公园），服务于受贫困影响的社区的不同学生群体，并有意建立他们的STEM教学能力。PLU和当地学区之间的互利伙伴关系有可能为PLU学生带来真实的学校和大学体验。除了对副教授知识的影响外，这些经验还旨在加强学区学生的STEM教育，促进学校与大学的STEM合作，加强学校和PLU的教学，并为当地教师提供新的材料和智力资源。顾问委员会将包括来自普吉湾教育服务区，史密森科学教育中心的计划（领导和支持科学教育改革），PLU教师和系统生物学研究所的董事会成员。通过基于设计的研究（DBR）方法，该项目旨在产生关于如何利用合作来创建有效的STEM课程的知识，改善教师的准备和发展，并促进互利的伙伴关系。DBR方法带来的变化包括实现设计、实现、分析和重新设计的多次迭代。这个项目是第一次迭代，将收集和分析数据，如观察，调查和学生的反思，在DBR的上下文中。传播工作的重点是在STEM和教育会议上以及在地区和国家的科学教育和教师教育期刊上分享该项目的成果。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。