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，他们能够满足学生在高需求、多样化学校的学习需求。这一目标对国家和地方都有意义。例如，为了满足当地对STEM教师的需求，数据表明，该大学将需要将其培养的STEM教师数量增加两倍。该项目旨在开发一种可复制的模式，通过完善的助学计划招收学生，并在教师候选人开始STEM教学生涯时为他们提供支持，以帮助满足这一需求。重点领域将是招收来自不同文化背景的STEM专业学生，包括开始在两年制院校接受高等教育的学生。该项目旨在通过让学生参与STEM外联活动，并开发一种模式，有效地让两年制院校教员和P-12级教师参与STEM教师的招聘、准备和支持，从而改善教师候选人的实地经验。该项目打算产生关于外联成果和与P-12级教师关系的数据。它还打算记录担任学习助理和学习助理领导对教师候选人在课堂上的有效性的影响。该项目的总体目标是增加在明尼苏达州获得STEM教学执照的学生的数量和多样性。圣克劳德州立大学的这个项目包括与阿诺卡·拉姆齐社区学院、圣克劳德技术与社区学院和圣克劳德地区学区的合作。该项目预计将在该奖项的五年内支持24名数学、化学或物理专业的本科生。该项目有六个目标：1)通过参加外展和学习助理经验，在两年制和四年制院校招聘STEM专业的学生成为STEM教师；2)利用早期P-12 STEM外展机会、在不同高需求环境中的实地安置和学习助理方案，建立一个渠道；3)在大学生、教职员工和教师之间建立牢固的关系，将职前准备与STEM和与文化相关的教育学领域的实地最佳实践联系起来；4)让诺伊斯学者参与反映参与者在最初三年教学期间从大学获得的入职支持的研究经验；5)实施一项关于与最佳实践相关的有针对性的外联、学习助理计划参与、文化能力研讨会和行动研究的项目评估，作为学者们在最初三年教学期间评估教师效率的一部分；以及6)试行一项可扩展的STEM教师教育计划，其中包括有意支持高需求地区的教学。将研究对职前教师的文化能力培训以及有针对性的指导教师的实地经验如何影响中学数学、化学和物理课堂的教与学结果，特别是对城市学校和学生人口不同的地区。这个Track 1奖学金和津贴合作项目是由Robert Noyce教师奖学金计划(Noyce)支持的。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。