Inspire and Prepare Noyce Scholars to Teach in Rural Environments

激励和准备诺伊斯学者在农村环境中教学

• 批准号: 1852690
• 负责人: Kermin Martinez-Hernandez
• 金额: $ 144.71万
• 依托单位: St. John Fisher College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852690&HistoricalAwards=false
• 关键词: Inspire; Prepare; Noyce; Scholars; Teach

With support from the NSF Robert Noyce Teacher Scholarship Program, this Track 1 Scholarships and Stipends project aims to serve the national interest in high-quality STEM teaching. It will do so by focusing on two national challenges in STEM education: (i) the shortage of highly qualified STEM teachers, particularly in rural high-need schools; and (ii) the lack of prepared college-ready secondary students in STEM. The project is a collaboration between St. John Fisher College (SJFC), Finger Lakes Community College (FLCC) and four rural high-need local central school districts (Sodus, Geneva, North Rose-Wolcott, and Penn Yan). Through this partnership, the project aims to prepare twenty new STEM teachers over five years. These teachers will be recruited from undergraduate majors in biology, chemistry, mathematics physics, and computer science. The undergraduates will be provided with two-year scholarships to cover their unmet financial needs. Project activities in collaboration with FLCC include early exposure of undergraduates to teaching as a career, and inclusion of FLCC transfer students in pre-service teaching activities. This innovative project plans to supplement curricular requirements with educational modules on Culturally Aware Mentorship (adopted from the University of Wisconsin-Madison), to develop lessons and laboratories that require minimal resources, to educate preservice teachers about trauma-sensitive classrooms, and to increase understanding of poverty's effects on learning environments. Mentoring of Scholars and teachers will also be included. By promoting an educational partnership among local rural school districts, FLCC, and SJFC, this project aims to provide a replicable model of preparation of STEM teachers for high needs, rural school districts across the Nation.The project aims to accomplish three objectives that address the national need for highly qualified STEM teachers: 1. Recruit twenty STEM undergraduate students, including transfer students from community colleges, to teach in rural environments and support them as they earn the credentials to become mathematics or science teachers; 2. Provide these Noyce Scholars with scholarships and an integrated enrichment and support program to equip them with the knowledge, skills, and disposition to teach effectively in high-need school districts; and 3. Create new knowledge through a research study measuring how introduction of trauma-sensitive pedagogy affects future STEM teachers and their classroom practices. The project aims to support new teachers through ongoing mentoring, professional development, and networking activities, including the development of a community of practice focused on creating trauma-sensitive school communities. Results will be widely shared through such means as publications, professional meetings, and conference presentations. Preparing highly capable STEM teachers trained in creating trauma-sensitive classrooms has the potential to improve educational outcomes as well as college readiness for students in high-needs and rural school districts, informing practices across the STEM community. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school districts.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.

在NSF Robert Noyce教师奖学金计划的支持下，该项目旨在为高质量STEM教学的国家利益服务。它将通过关注STEM教育中的两个国家挑战来实现这一目标：（i）缺乏高素质的STEM教师，特别是在农村高需求学校;（ii）缺乏准备好的STEM大学预科生。该项目是圣约翰费舍尔学院（SJFC），手指湖社区学院（FLCC）和四个农村高需求的地方中心学区（Sodus，日内瓦，北玫瑰-沃尔科特和Penn Yan）之间的合作。 通过这一伙伴关系，该项目的目标是在五年内培养20名新的STEM教师。 这些教师将从生物、化学、数学物理和计算机科学的本科专业招聘。本科生将获得为期两年的奖学金，以满足他们未满足的经济需求。 与FLCC合作的项目活动包括本科生早期接触教学作为一种职业，并将FLCC转学生纳入职前教学活动。这一创新项目计划用关于文化意识指导的教育模块（从威斯康星大学麦迪逊分校采用）补充课程要求，以开发需要最少资源的课程和实验室，对副教授进行关于创伤敏感教室的教育，并增加对贫穷对学习环境影响的理解。 学者和教师的指导也将包括在内。通过促进当地农村学区、FLCC和SJFC之间的教育伙伴关系，该项目旨在为全国农村学区的高需求提供可复制的STEM教师准备模式。该项目旨在实现三个目标，以满足全国对高素质STEM教师的需求：1.招募20名STEM本科生，包括从社区学院转学的学生，在农村环境中教学，并支持他们获得成为数学或科学教师的资格证书; 2.为这些诺伊斯学者提供奖学金和综合充实和支持计划，使他们具备在高需求学区有效教学的知识，技能和性格;以及3.通过一项研究创造新的知识，衡量引入创伤敏感教学法如何影响未来的STEM教师及其课堂实践。该项目旨在通过持续的辅导、专业发展和网络活动，包括发展一个侧重于创建对创伤敏感的学校社区的实践社区，为新教师提供支持。将通过出版物、专业会议和会议介绍等方式广泛分享成果。准备在创建创伤敏感的教室训练有素的高能力STEM教师有可能提高教育成果以及大学准备在高需求和农村学区的学生，通知整个STEM社区的做法。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12 STEM教师，以及经验丰富的模范K-12 STEM教师成为STEM大师。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。