Husky STEM Teacher Scholars: Creating New pathways and Broadening Participation in Mathematics and Science Teaching

哈士奇 STEM 教师学者：创造新途径并扩大数学和科学教学的参与

• 批准号: 1951836
• 负责人: Melissa Hanzsek-Brill
• 金额: $ 120万
• 依托单位: St. Cloud State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1951836&HistoricalAwards=false
• 关键词: Husky; STEM; Teacher; Scholars; Creating

The project aims to increase the number of high-quality mathematics, chemistry and physics teachers who can address student learning in high-need, diverse schools. This goal has both national and local relevance. For example, to meet local needs for STEM teachers, data indicates that the University will need to triple the number of STEM teachers it produces. This project intends to help address this need by developing a replicable model for recruiting students via a well-established learning assistant program and supporting teacher candidates as they begin STEM teaching careers. An area of emphasis will be to recruit STEM majors from diverse cultural backgrounds, including students who begin higher education at two-year institutions. This project aims to improve field experiences for teacher candidates by engaging students in STEM outreach activities and developing a model for effectively involving two-year institution faculty and P-12 teachers in STEM teacher recruitment, preparation, and support. The project intends to generate data about outreach results and relationships with P-12 teachers. It intends also to document the impact of serving as a Learning Assistant and Learning Assistant leader on teacher candidates’ effectiveness in the classroom. The overall project goal is to increase the number and diversity of students obtaining STEM teaching licensure in Minnesota. This project at St. Cloud State University includes partnerships with Anoka Ramsey Community College, St. Cloud Technical and Community College, and the St. Cloud Area School District. The project anticipates supporting 24 undergraduate mathematics, chemistry, or physics majors over the five years of the award. There are six project goals: 1) to recruit STEM majors at two- and four-year institutions to become STEM teachers via participation in outreach and the learning assistant experience with a related co-teaching field component and cultural competency seminar; 2) to create a pipeline using early P-12 STEM outreach opportunities, field placement in diverse high-needs settings, and the learning assistant program; 3) to build a strong relationship among college students, faculty, and teachers, that link pre-service preparation with field-based best practices in STEM and culturally relevant pedagogy 4) to engage Noyce Scholars in a research experience mirroring the induction support that participants receive from the University during the first three years of teaching; 5) to implement a project evaluation regarding targeted outreach linked to best practices, learning assistant program participation, cultural competency seminar, and action research as part of assessment of teacher effectiveness during the Scholars’ first three years of teaching; and 6) to pilot a scalable STEM teacher education program that includes intentional support for teaching in high-needs districts. Research will be conducted on how cultural competency training for pre-service teachers, together with targeted field experiences with mentor teachers, influences teaching and learning outcomes in secondary Mathematics, Chemistry and Physics classrooms, especially for urban schools and areas with diverse student populations. This Track 1 Scholarships and Stipends collaborative project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM 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.

该项目旨在增加高素质的数学，化学和物理教师的数量，他们可以解决高需求，多样化学校的学生学习问题。这一目标对国家和地方都具有现实意义。 例如，为了满足当地对STEM教师的需求，数据显示，该大学将需要将其培养的STEM教师数量增加两倍。该项目旨在通过开发一种可复制的模式来帮助解决这一需求，该模式通过完善的学习助理计划招募学生，并在教师候选人开始STEM教学生涯时为他们提供支持。 一个重点领域将是招收来自不同文化背景的STEM专业学生，包括在两年制院校开始高等教育的学生。该项目旨在通过让学生参与STEM外联活动，并开发一个有效地让两年制机构教师和P-12教师参与STEM教师招聘，准备和支持的模型，来改善教师候选人的实地经验。该项目旨在收集有关外联成果和与P-12教师关系的数据。它还打算记录作为学习助理和学习助理领导者对教师候选人在课堂上的有效性的影响。 项目的总体目标是增加明尼苏达州获得STEM教学许可证的学生数量和多样性。圣克劳德州立大学的这个项目包括与Anoka Ramsey社区学院、圣克劳德技术和社区学院以及圣克劳德地区学区的合作。该项目预计将在五年内支持24个本科数学，化学或物理专业。项目有六个目标：1）在两年制和四年制院校招募STEM专业的学生，通过参与外展和学习助理经验，以及相关的共同教学领域组成部分和文化能力研讨会，成为STEM教师; 2）利用早期的P-12 STEM外展机会，在不同的高需求环境中进行实地安置，以及学习助理计划，创建一个管道; 3）在大学生，教师和教师之间建立牢固的关系，将职前准备与STEM和文化相关教学法领域的实地最佳做法联系起来4）让诺伊斯学者参与研究体验，反映参与者在前三年从大学获得的入门支持教学; 5）实施一项与最佳实践、学习助理计划参与、文化能力研讨会和行动研究相关的有针对性的外展项目评估，作为学者前三年教学期间教师有效性评估的一部分;和6）试点一个可扩展的STEM教师教育计划，包括对高需求地区教学的有意支持。将研究职前教师的文化能力培训，以及有针对性的指导教师实地经验，如何影响中学数学，化学和物理课堂的教学和学习成果，特别是在城市学校和学生群体多样化的地区。这个轨道1奖学金和津贴合作项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并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，被认为值得支持。