Leveraging Technology for Justice-Oriented Science Teaching

该项目旨在满足国家对准备在城市高需求学区任教的高素质科学教师的需求。该项目的一个重点将是使教育工作者做好准备，向不同群体的学生教授具有综合技术的面向社会正义的科学。为实现这一目标，该项目将包括四个基本组成部分。(1)将为科学专业的大一和大二学生提供带薪实习机会，让他们在社区营地体验青年科学教学。(2)将为未来的科学教师提供两种证书途径--为本科科学专业提供综合教师教育计划（ITEP），以及为理学院毕业生提供证书计划的特殊群体。(3)为期一年的奖学金将提供给未来的教师谁将通过两个途径之一完成科学教学证书。(4)在未来的教师毕业后，将在他们在高需求学校的早期教学期间提供两年的入职支助。实习的目的是获得和培养学生对科学教学的兴趣。将为科学证书奖学金学生举办每月讲习班，将技术和社会正义导向的教学方法结合起来。同样，专门教授STEM和实践社区发展的特别课程将成为认证课程的一部分。上岗培训将包括与项目小组成员定期举办讲习班，与项目专职导师举行辅导会议，以及继续开展同业交流。该项目将直接促进美国熟练STEM劳动力的发展。该项目在圣地亚哥州立大学（SDSU），一个西班牙裔服务机构（HSI），包括与圣地亚哥联合学区，一个种族，语言和经济多样化，高需求的学区合作。因此，该项目代表了一种真实的、基于地点的合作伙伴关系。该项目有几个目标。首先，在五年的时间里，该项目将招募25名大学一年级和二年级的科学专业学生参加有偿的实地体验，以鼓励他们将科学教学作为一种职业。与此相关，第二个目标是招募四十一（41）名成绩优异的学生，他们主修或获得了生物学，化学，计算机科学，工程学，地球科学，数学或物理学的学位，在SDSU的科学学院获得为期一年的奖学金，完成K-12 STEM教学的认证计划。对于第三个目标，项目负责人将调查招聘，支持，保留和授权科学专业成为STEM教师的过程，这些教师体现了对基于技术和社会公正的科学教学的奉献精神。第四，项目小组将实施和研究对受援者第一年教学的过渡性专业发展支助。通过基于研究的学习经验，该项目将发展受助者的专业知识，以制定以公正为中心的科学教学，这是丰富的技术。采用定性和定量方法进行的全面项目评价将提供形成性和总结性数据及反馈。积极和有力地传播项目成果和从可持续发展支助股模式中吸取的经验教训将有多个分支。一个项目网站，其中将包括事件的公告，更新的项目结果，并为该项目创建的教师教育资源库，将由SDSU的数学和科学教育研究中心维护。此外，还将在地方、区域、州和国家各级开展具体的宣传工作。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。

This project aims to serve the national need of preparing high-quality science teachers who are prepared to teach in urban high-need school districts. A focus of the project will be to prepare educators to teach social justice-oriented science with integrated technology to diverse populations of students. To accomplish this, the project will incorporate four underlying components. (1) Paid internships will be provided for freshmen and sophomore science majors to experience teaching youth science at community-based camps. (2) Two credential pathways for future science teachers will be offered - an Integrated Teacher Education Program (ITEP) for undergraduate science majors and special cohorts in the Credential Program for College of Science graduates. (3) One-year scholarships will be provided to prospective teachers who will complete the science teaching credentials via one of the two pathways. (4) After the prospective teachers graduate, two years of induction support will be provided during their early teaching period in a high-need school. The internships are designed to gain and foster students' interest in teaching science. Monthly workshops that integrate technology and social justice-oriented teaching approaches will be provided to the science-credential scholarship students. Likewise, a special course dedicated to teaching STEM and development of a community of practice will be part of the credentialing curriculum. Induction will include regular workshops with project team members, coaching meetings with the project's dedicated mentor, and continuation of communities of practice. The project will contribute directly to the development of a skilled STEM workforce in the United States.This project at San Diego State University (SDSU), an Hispanic Serving Institution (HSI), includes partnering with San Diego Unified School District, an ethnically, linguistically, and economically diverse, high-need school district. As a result, the project represents an authentic, place-based partnership. The project has several goals. First, over five years, the project will recruit a diverse group of twenty-five (25) university freshman and sophomore science majors into paid field experiences to encourage them to consider science teaching as a career. Related to this, a second goal is to recruit a diverse group of forty-one (41) high-achieving students who are majoring in, or have received degrees in, biology, chemistry, computer science, engineering, geosciences, mathematics, or physics in SDSU's College of Sciences to receive a one-year scholarship to complete a credentialing program for K-12 STEM teaching. For a third goal, project leaders will investigate the processes of recruiting, supporting, retaining, and empowering science majors to become STEM teachers who embody a dedication to technology-based and socially-just science teaching. Fourth, the project team will implement and study transitional professional development support for the recipients' first years of teaching. Through research-based learning experiences, this project will develop the recipients’ expertise to enact justice-focused science instruction that is rich in technology. Comprehensive project evaluation, using qualitative and quantitative methods, will provide both formative and summative data and feedback. Proactive and robust dissemination of project outcomes and lessons learned from the SDSU model will have multiple branches. A project website, which will include announcements of events, updated project findings, and a repository of teacher education resources created by and for the project, will be maintained by SDSU's Center for Research in Mathematics and Science Education. Also, specific dissemination efforts will be ongoing at the local, regional, state, and national levels. 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 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.