STEM Inquiry Research Summer Enrichment Program

STEM探究研究夏季强​​化计划

• 批准号: 2121455
• 负责人: Mariam Manuel
• 金额: $ 30万
• 依托单位: University of Houston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121455&HistoricalAwards=false
• 关键词: STEM; Inquiry; Research; Summer; Enrichment

This project aims to serve the national interest by establishing sustainable practices to improve undergraduate engagement and persistence in science, technology, engineering, and mathematics (STEM). This IUSE EHR Engaged Student Learning Level 1 project, STEM Research Inquiry Summer Experience (STEM RISE), seeks to better prepare and retain STEM majors as qualified STEM teachers and professionals equipped with tools and resources to serve urban youth. It is a collaboration at the University of Houston between faculty from the secondary STEM teacher preparation program, teachHOUSTON, and the College of Medicine, along with Jack Yates High School in the Historic Third Ward in which the University resides. High quality teacher preparation in the STEM disciplines is critical to student success especially in schools that are underfunded and combatting atmospheres of deficit thinking. Consequently, STEM RISE takes up the charge by implementing targeted professional development, revising curriculum to integrate culturally responsive pedagogy, and providing learning experiences with mentorship facilitated by content experts and peers. The STEM RISE project is the next step in teachHOUSTON’s evolving trajectory towards being a national leader in secondary STEM teacher education programs. The project intends to engage urban high school youth from a predominantly Black community in summer research experiences to enhance learning and introduce them to STEM career pathways. It is expected that the high school students will learn valuable science skills and experiences that will equip them with the knowledge, motivation, mentorship, and social capital to pursue a STEM career. Supporting this activity is a mentorship structure that will include undergraduate STEM student lab mentors as well as faculty (who also mentor the undergraduates) and pre-service teachers. STEM RISE provides undergraduate STEM majors, pursuing STEM teacher certification, with novel and meaningful opportunities to embed culturally responsive teaching (CRT) in their instruction through a revised Research Methodology in STEM Course and a professional development institute focused on social justice topics. Additionally, the professional development institute supports STEM undergraduates in learning STEM CRT methods with structured practice in lesson design and implementation. The findings from the project are expected to contribute to the knowledge base about mentoring undergraduate STEM majors, preservice teacher professional development, and literature about theory-practice gaps in culturally responsive and inquiry-based STEM education, including research experiences with underrepresented student populations. Thus, the project has the potential to contribute to better STEM teacher preparation, mentoring of undergraduate STEM majors and experiential learning of varying student bodies, especially students of color who are historically underserved and underrepresented in STEM fields. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's preservice teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在通过建立可持续的实践来提高大学生在科学、技术、工程和数学（STEM）方面的参与度和持久性，从而为国家利益服务。IUSE EHR学生参与学习一级项目，STEM研究探究暑期体验（STEM RISE），旨在更好地培养和留住STEM专业学生，使他们成为合格的STEM教师和专业人员，并配备工具和资源，为城市青年服务。这是休斯顿大学二级STEM教师准备项目、teachHOUSTON、医学院以及该大学所在的历史悠久的第三区杰克耶茨高中的教师之间的合作。在STEM学科中，高质量的教师准备对学生的成功至关重要，特别是在资金不足和对抗赤字思维氛围的学校。因此，STEM RISE承担起责任，实施有针对性的专业发展，修改课程以整合文化响应教学法，并在内容专家和同行的指导下提供学习经验。STEM RISE项目是teachHOUSTON朝着成为全国中等STEM教师教育项目领导者的发展轨迹的下一步。该项目旨在让以黑人为主的社区的城市高中青年参与暑期研究体验，以加强学习，并向他们介绍STEM职业道路。预计高中生将学习有价值的科学技能和经验，这些技能和经验将使他们具备从事STEM职业所需的知识、动力、指导和社会资本。支持这项活动的是一个指导结构，包括STEM本科生实验室导师、教师（也指导本科生）和职前教师。STEM RISE通过修订的STEM课程研究方法和专注于社会正义主题的专业发展研究所，为追求STEM教师认证的本科STEM专业学生提供新颖而有意义的机会，将文化响应教学（CRT）融入他们的教学中。此外，专业发展研究所支持STEM本科生通过课程设计和实施的结构化实践来学习STEM CRT方法。该项目的研究结果有望为指导本科STEM专业学生、职前教师专业发展以及关于文化响应和探究式STEM教育中理论与实践差距的文献（包括对代表性不足的学生群体的研究经验）提供知识库。因此，该项目有可能有助于更好地为STEM教师做好准备，为本科STEM专业学生提供指导，并为不同的学生群体提供体验式学习，特别是在STEM领域历史上得不到充分服务和代表性不足的有色人种学生。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。Robert Noyce教师奖学金（Noyce）计划为IUSE: EHR项目提供联合资金，以支持该项目的职前教师准备目标，该目标与Noyce计划目标非常一致。该奖项反映了美国国家科学基金会的法定使命，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。