Developing Identities in STEM to Cultivate Opportunities that Validate, Empower, and Retain Teachers

发展 STEM 中的身份，以培养认可、赋权和留住教师的机会

• 批准号: 2243276
• 负责人: Leanna Giancarlo
• 金额: $ 143.05万
• 依托单位: University of Mary Washington
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243276&HistoricalAwards=false
• 关键词: Developing; Identities; STEM; Cultivate; Opportunities

This project aims to serve the national need for preparing high quality, effective secondary STEM teachers who will teach in high-need school districts. The Developing Identities in STEM to Cultivate Opportunities that Validate, Empower, and Retain Teachers project, a.k.a. DISCOVER, intends to address some of the barriers related to STEM education for youth in the Commonwealth of Virginia, including that academic achievement in science and subsequent matriculation in STEM career fields has been limited for many students, particularly those of color and low-income youth. The DISCOVER project will present a four-year pathway for prospective teachers beginning with extensive, broad-based, and far-reaching recruitment initiatives, aimed at increasing diversity among secondary STEM teachers. Teacher candidates will be supported in exploring teaching through in- and out-of-the-classroom experiences and engaging in navigated community building and customized coursework to better know and understand the unique context and challenges of high-need schools. DISCOVER will increase prospective teachers’ understanding of the nature of science and mathematics to better prepare them to work with culturally, ethnically and linguistically diverse students. This project at the University of Mary Washington (UMW) in collaboration with Germanna Community College includes partnerships with Fredericksburg City and Orange, Spotsylvania, and Stafford County public schools. Project goals include cultivating Scholars’ identities in their STEM discipline and preparing Scholars to exhibit cultural competency awareness to effectively teach STEM curricula. DISCOVER will provide scholarships to 18 undergraduates pursuing baccalaureate degrees in a STEM discipline over five years who will be supported in learning evidence-based educational practices and become certified as secondary teachers. Four objectives will guide the project. First is to recruit from a broad base to expand diversity among the STEM teaching population. Second is to increase prospective teachers’ understanding of STEM to have sound disciplinary teaching identities. Third is to provide opportunities for prospective teachers to work with individuals from diverse backgrounds with varied aptitudes/attitudes toward STEM. Fourth and finally is to enhance prospective teachers’ abilities to understand and promote healthy attitudes towards STEM and foster STEM literacy through classroom instruction and public engagement. This project will study the effect of increased and deliberate attention to the connections between content and pedagogy on the quality of STEM teaching, particularly in high-need schools. Further, this project will investigate how an increased STEM-specific focus on culturally responsive pedagogy impacts the cultural competency of STEM teachers. DISCOVER will add to an improved understanding of how exploring STEM teaching as a career option in the first years of an undergraduate program and coordinating with community colleges by establishing a robust professional learning community has the potential to lead to an increase in the number of STEM teachers. The involvement of STEM faculty in recruiting, advising, and mentoring roles is an impactful initiative of DISCOVER. 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 effectiveness and retention 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对准备高质量，有效的中学STEM教师的需求，这些教师将在高需求的学区任教。STEM中的发展身份，以培养机会，增强能力，留住教师项目，又名。DISCOVER旨在解决与弗吉尼亚州联邦青年STEM教育相关的一些障碍，包括许多学生，特别是有色人种和低收入青年在科学方面的学术成就和随后的STEM职业领域的入学考试受到限制。DISCOVER项目将为未来的教师提供一个为期四年的途径，首先是广泛、基础广泛且影响深远的招聘计划，旨在增加中学STEM教师的多样性。教师候选人将通过课堂内外的体验探索教学，并参与导航社区建设和定制课程，以更好地了解和理解高需求学校的独特背景和挑战。DISCOVER将提高未来教师对科学和数学本质的理解，使他们更好地与文化，种族和语言多样的学生合作。 这个项目在玛丽华盛顿大学（UMW）与德国社区学院合作，包括与弗雷德里克斯堡市和橙子，斯波齐尔瓦尼亚，和斯塔福德县公立学校的伙伴关系。项目目标包括培养学者在他们的STEM学科的身份，并准备学者表现出文化能力意识，有效地教授STEM课程。DISCOVER将在五年内为18名攻读STEM学科学士学位的本科生提供奖学金，他们将获得学习循证教育实践的支持，并获得中学教师认证。四个目标将指导该项目。首先是从广泛的基础上招聘，以扩大STEM教学人口的多样性。第二是增加未来教师对STEM的理解，以获得良好的学科教学身份。第三，为未来的教师提供机会，与来自不同背景、对STEM有不同能力/态度的人一起工作。第四，也是最后一点是提高未来教师的能力，以理解和促进对STEM的健康态度，并通过课堂教学和公众参与培养STEM素养。该项目将研究增加和故意关注内容和教学法之间的联系对STEM教学质量的影响，特别是在高需求的学校。此外，该项目将调查如何增加STEM特定的重点对文化敏感的教学影响STEM教师的文化能力。DISCOVER将有助于更好地了解如何探索STEM教学作为本科课程的第一年的职业选择，并通过建立一个强大的专业学习社区与社区学院协调，有可能导致STEM教师数量的增加。STEM教师参与招聘，建议和指导角色是DISCOVER的一项有影响力的举措。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。