Supporting and Preparing Future STEM teachers through Scholarships and Teaching Experiences

通过奖学金和教学经验支持和培养未来的 STEM 教师

• 批准号: 2150952
• 负责人: Dori Farthing
• 金额: $ 144.77万
• 依托单位: SUNY College at Geneseo
• 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: 2022-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150952&HistoricalAwards=false
• 关键词: Supporting; Preparing; Future; STEM; teachers

The project aims to serve the national need for STEM teachers by providing scholarships and support to help high-achieving students complete their undergraduate STEM degrees and teacher certifications. In addition to scholarships, the project will implement several evidence-based and innovative strategies that introduce students to teaching and provide teaching experiences early. In the process, the project will focus on developing STEM discipline and pedagogical content knowledge for future teachers, while dispelling misconceptions about high-need schools. Project components will include winter intersession and summer internship programs to provide early placement and field experiences related to high-need schools. Likewise, the project will implement a program where pre-service teachers work with experts to create STEM learning activities that will be shared with local schools. Scholars will receive career-related support, mentorship and exposure to topics such as teaching in high-need schools, trauma-informed teaching, and culturally responsive pedagogy.This project at SUNY College at Geneseo is collaborating with Monroe Community College (MCC), and includes partnerships with Dansville Central, a high-need rural school district near Geneseo, and East Rochester, a high-need school district near MCC. This project also partners with the New York State Master Teacher Program, a community of STEM teachers dedicated to developing expertise in content and pedagogy. As an integral part of the project, master teachers will provide scholars and first-year teachers with mentorship and networking. The primary goals of this five-year project are to: recruit, retain, support, graduate, and place eighteen (18) highly qualified STEM teachers; implement and evaluate evidence-based and innovative strategies for improving teacher preparation; improve self-efficacy of STEM undergraduate majors pursuing secondary certification; and support and evaluate programming aimed at helping STEM teacher candidates become highly effective in-service STEM educators. This project will be guided by past research and theories related to the role of self-efficacy, teaching community support, and the need to adjust notions related to the nature of high-need schools as part of teacher development and retention. Evaluation will use a mixed methods approach aimed at indicating the level that the project goals are met and to what extent scholars apply their knowledge to high-need classroom settings. The project’s leadership team will disseminate findings at conferences and via publications so that others might gain new insights to help improve teacher preparation programs and fuel the STEM teaching community. In addition, teaching materials created by interns and scholars will be available to local schools beyond the project. 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.

该项目旨在通过提供奖学金和支持来满足国家对STEM教师的需求，以帮助成绩优异的学生完成本科STEM学位和教师认证。除奖学金外，该项目还将实施几项循证和创新战略，向学生介绍教学并尽早提供教学经验。在此过程中，该项目将专注于为未来的教师开发STEM学科和教学内容知识，同时消除对高需求学校的误解。项目组成部分将包括冬季闭会期间和夏季实习计划，以提供与高需求学校相关的早期安置和实地经验。 同样，该项目将实施一项计划，让职前教师与专家合作，创建STEM学习活动，并与当地学校分享。学者将获得职业相关的支持，指导和接触的主题，如在高需求的学校教学，创伤知情教学，和文化反应的教学法。这个项目在纽约州立大学学院在杰纳苏是与门罗社区学院（MCC）合作，并包括与丹斯维尔中央，杰纳苏附近的高需求农村学区，和东罗切斯特，MCC附近的高需求学区的伙伴关系。 该项目还与纽约州硕士教师计划合作，该计划是一个致力于发展内容和教学法专业知识的STEM教师社区。作为该项目的一个组成部分，硕士教师将为学者和一年级教师提供指导和网络。这个为期五年的项目的主要目标是：招聘，保留，支持，毕业，并放置十八（18）高素质的STEM教师;实施和评估以证据为基础的创新战略，以提高教师准备;提高STEM本科专业追求二级认证的自我效能;并支持和评估旨在帮助STEM教师候选人成为高效在职STEM教育工作者的规划。本项目将以过去的研究和理论为指导，这些研究和理论与自我效能感的作用、教学社区支持以及调整与高需求学校性质相关的概念的必要性有关，作为教师发展和保留的一部分。 评价将采用混合方法，旨在表明项目目标达到的程度，以及学者在多大程度上将其知识应用于高需求的课堂环境。该项目的领导团队将在会议上和通过出版物传播研究结果，以便其他人可以获得新的见解，以帮助改善教师准备计划并推动STEM教学社区。此外，实习生和学者编写的教材将在项目结束后提供给当地学校。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。