Noyce Scholars en la Frontera (Noyce Scholars on the Border)

边境的诺伊斯学者 (Noyce Scholars en la Frontera)

• 批准号: 2050173
• 负责人: Jennifer Miller
• 金额: $ 133.34万
• 依托单位: Sul Ross State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050173&HistoricalAwards=false
• 关键词: Noyce; Scholars; en; la; Frontera

The Noyce Scholars en la Frontera (Noyce Scholars on the Border) project aims to address the critical need to prepare and increase the number of highly qualified mathematics and science teachers serving high-need schools located on the Texas-Mexico border. Activities include a strong mentoring program with hands-on activities to ensure Noyce Scholars are equipped with the knowledge, skills, and dispositions to support learner success in mathematics and science in high-need school districts. Noyce Scholars will benefit from both the Sul Ross State University (SRSU) teacher preparation program and additional professional development opportunities through summer institutes. The project intends to create a pipeline of well-qualified, diverse STEM teachers to serve in a high need school districts, by recruiting participants from a pool of academically talented undergraduate STEM students attending either SRSU, a local community college, or collaborating high schools that offer STEM dual credit courses.In particular, this project at SRSU includes partnerships with five public high-need school districts (Presidio, Ft. Davis, Marfa, Alpine, and Uvalde) and one community college, Southwest Texas Junior College. All serve high percentages of low income and minority students. The overarching project goal is to recruit and support 16 STEM majors to complete their baccalaureate degrees with teacher certification The project aims to support the preservice teachers in developing content-specific pedagogical practices and culturally responsive teaching (CRT). This is to support bilingual students and English Language Learners to promote student success in mathematics and science in high-need schools. The resulting attributes gained by the preservice teachers will be measured by the Culturally Responsive Teaching Survey and Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey. In addition to a focus on developing skills in CRT, the project intends to support the development of self-efficacy in integrating technology in STEM courses among the preservice teachers, as well as Education and STEM faculty members. The Technology Proficiency Self-Assessment for 21st Century Learning (TPSA) and T-STEM Survey will be used to measure this. Ultimately, the project seeks to answer the question: How does a culturally responsive teaching and mentoring program influence underrepresented and underserved STEM students in their pursuit of teacher certification from an institution serving isolated communities? Project strategies and results have the potential for broad application to other institutions serving isolated regions of the country with a need to improve self-efficacy of STEM preservice teachers, STEM literacy, culturally responsive teaching approaches by STEM faculty and preservice teachers, and enhanced technology integration in STEM teacher preparation programs. Results will be disseminated through scholarly publications and presentations at conferences with regional, state, and national audiences. This Track 1: Scholarships and Stipends 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 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.

诺伊斯学者在边境（诺伊斯学者在边境）项目旨在解决迫切需要准备和增加高素质的数学和科学教师的数量服务于位于得克萨斯州-墨西哥边境的高需求学校。活动包括一个强有力的指导计划与实践活动，以确保诺伊斯学者配备的知识，技能和处置，以支持学习者在数学和科学的成功在高需求的学区。 诺伊斯学者将受益于南罗斯州立大学（SRSU）教师准备计划和通过暑期学院的额外专业发展机会。 该项目旨在创建一个合格的、多样化的STEM教师管道，为高需求学区服务，方法是从STEM本科学生中招募参与者，这些学生就读于STEM SU（一所当地社区学院）或提供STEM双学分课程的合作高中。特别是，STEM SU的这个项目包括与五个公立高需求学区（普雷西迪奥，英尺）的合作伙伴关系。戴维斯，马尔法，阿尔卑斯山，和乌瓦尔德）和一个社区学院，西南得克萨斯初级学院。 所有这些学校都为高比例的低收入和少数民族学生提供服务。该项目的总体目标是招募和支持16名STEM专业的学生完成他们的学士学位，并获得教师资格证书。该项目旨在支持兼职教师开发针对具体内容的教学实践和文化敏感的教学（CRT）。 这是为了支持双语学生和英语学习者，以促进学生在高需求学校的数学和科学方面取得成功。 由此产生的属性获得的副教师将衡量文化反应教学调查和教师效能和态度对干（T-STEM）调查。 除了专注于发展CRT技能外，该项目还打算支持发展自我效能感，将技术融入副教授以及教育和STEM教员的STEM课程。 技术能力自我评估为21世纪世纪学习（TPSA）和T-STEM调查将被用来衡量这一点。 最终，该项目旨在回答这样一个问题：一个具有文化敏感性的教学和辅导计划如何影响代表性不足和服务不足的STEM学生，使他们能够从一个服务于孤立社区的机构获得教师认证？项目战略和成果有可能广泛应用于服务于该国偏远地区的其他机构，这些机构需要提高STEM副教师的自我效能，STEM扫盲，STEM教师和副教师的文化适应性教学方法，并加强STEM教师准备计划中的技术整合。研究结果将通过学术出版物和在区域、州和国家观众会议上的演讲进行传播。 这个轨道1：奖学金和津贴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。