Seeking and Teaching Extraordinary Science Majors to Become Exemplary K-12 Educators

寻找并教授杰出的科学专业学生，使其成为模范 K-12 教育工作者

• 批准号: 2150788
• 负责人: Christine Cutucache
• 金额: $ 119.9万
• 依托单位: University of Nebraska at Omaha
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-01 至 2023-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150788&HistoricalAwards=false
• 关键词: Seeking; Teaching; Extraordinary; Science; Majors

This project aims to serve the national need of preparing high-quality science teachers that are prepared to teach in high-need districts. In turn, this will contribute directly to the continued development of a skilled STEM workforce in the United States. Building upon ongoing collaborative efforts between the University of Nebraska at Omaha (UNO) and Omaha Public Schools (OPS), a high-need school district, this project will attract, retain, and empower a diverse cohort of future educators in biology, chemistry, geology/environmental sciences, and physics. This project will prepare science teachers by providing multiple supports within a layered learning community. These prospective science teachers will gain direct mentorship by faculty, participate in a near-peer support system, participate in informal and formal teaching opportunities, and explore research experiences. After the prospective teachers complete teacher licensure, the project will continue to provide them with mentorship and professional development aimed at ensuring their early years in the classroom will be a success.This project at the University of Nebraska at Omaha (UNO) includes partnerships with high-need schools in the Omaha Public School (OPS) District. In addition to enhancing the quality, quantity, and diversity of certified science teachers, the project will further strengthen collaborative relationships between UNO and OPS, thereby establishing a strong foundation for the continued education of culturally responsive science teachers who are prepared to succeed in high-need schools. Beyond providing financial support for at least 10 Interns and at least 27 Scholars, project goals include engaging prospective science teachers in a variety of high-impact practices to prepare them to be effective pedagogical and disciplinary experts. Interns will engage in structured experiences with one of several existing university partners in the local community. As they complete their licensure program, Scholars will participate in the Culturally Responsive Teaching series each semester, mentor lower-level undergraduates, lead discussions in biweekly discipline-based education research journal club meetings, and complete a mentored senior project related to science education. Additionally, Scholars will have the opportunity to serve as learning assistants in general science courses and will assist with ongoing recruitment efforts of the next generation of teachers from local high schools. Induction support for Scholars moving into their first teaching assignments will include regular meetings for new teachers, opportunities to participate in teacher-researcher partnerships, and an invitation to continue involvement in journal clubs, summer programs and other project activities. 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.

该项目旨在满足国家培养高素质科学教师的需要，这些教师准备在高需求地区任教。反过来，这将直接有助于美国熟练的STEM劳动力的持续发展。 在奥马哈内布拉斯加大学（UNO）和奥马哈公立学校（OPS），一个高需求的学区之间正在进行的合作努力的基础上，该项目将吸引，保留和授权生物，化学，地质/环境科学和物理学的未来教育工作者的多元化群体。该项目将通过在分层学习社区中提供多种支持来培养科学教师。这些未来的科学教师将获得教师的直接指导，参加近同行的支持系统，参加非正式和正式的教学机会，并探索研究经验。在未来的教师完成教师执照后，该项目将继续为他们提供指导和专业发展，旨在确保他们在课堂上的早期阶段取得成功。内布拉斯加大学奥马哈分校（UNO）的这个项目包括与奥马哈公立学校（OPS）区的高需求学校合作。除了提高认证的科学教师的质量，数量和多样性外，该项目还将进一步加强联合国办事处和OPS之间的合作关系，从而为准备在高需求学校取得成功的文化敏感的科学教师的继续教育奠定坚实的基础。除了为至少10名实习生和至少27名学者提供财政支持外，项目目标还包括让未来的科学教师参与各种高影响力的实践，使他们成为有效的教学和学科专家。实习生将与当地社区的几个现有大学合作伙伴之一进行结构化体验。 当他们完成他们的执照计划，学者将参加文化响应教学系列每学期，导师较低水平的本科生，在双周学科为基础的教育研究期刊俱乐部会议领导讨论，并完成与科学教育相关的指导高级项目。此外，学者将有机会担任一般科学课程的学习助理，并将协助当地高中下一代教师的招聘工作。对进入第一次教学任务的学者的入门支持将包括新教师的定期会议，参加教师-研究人员伙伴关系的机会，以及邀请继续参与期刊俱乐部，暑期课程和其他项目活动。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。