Inspiring Science and Mathematics Teachers to Reach Underserved Classrooms by Implementing Innovative, Data-supported Concepts

该项目旨在满足国家培养高素质数学和科学教师的需要。在全国范围内，数学和科学教学职位很难招聘，特别是在高需求的学校。通过该项目设想的教育途径，参与者将开始在两年制或四年制大学，转移到一个数学或科学教育/教师执照计划在四年制大学，共同注册硕士学位课程，获得教师执照，并返回到高需求的学校作为数学或科学教师。该项目将通过整合辅导学生的教学经验，加强本科生和研究生的数学和科学教育课程和经验;利用设计思维开发创新课程;创建模块，展示学者和教育专业人员可以使用的设计思维，以加强他们的科学和数学课程;以及促进专业发展机会，以发展参与者的专业身份，为在高需求学校取得成功做好准备。拟议的项目将支持15名本科生沿着一个五-通过STEM学位（化学，生物学，数学）和教学科学硕士（MST），作为他们为7-12年级的纽约州高等教育教学认证做准备的一部分。我们的目标是准备奖学金获得者在艾奥纳大学附近的高需求当地教育机构教室任教，如奥西宁联盟免费学区和弗农山市学区。该项目建立在一个成功的诺伊斯能力建设项目，通过该项目，艾奥纳和韦斯特切斯特社区学院（WCC）建立了一个2+2+1衔接协议，让学生在WCC获得副学士学位，以及STEM学位和艾奥纳的MST。该项目将利用一个基于地点的跨学科模块，旨在让学生在入门级化学课程中接触到使用城市生态学作为与数学，化学和生物学相关的跨学科主题的想法。该项目还将在城市生态模块中采用设计思维。设计思维是财富500强公司经常使用的一个创新概念，作为一个创造性的解决问题的过程，以思考和发现各种问题的创新解决方案。拟议项目旨在实现以下目标。(1)招募至少15名艾奥纳STEM专业或WCC转学生，他们将通过参加诺伊斯学者计划获得纽约州教学认证所需的课程。(2)通过包括体验式学习机会、学术充实和指导在内的策略，保留至少93%的原始学者。(3)准备计划参与者在高需求的LEAs教学。(4)毕业并将100%的诺伊斯学者放在高需求的LEAs中。(5)通过提供指导和入门支持活动，跟踪和支持诺伊斯奖学金校友在他们高需求的莱亚教学服务期间及以后的坚持。艾奥纳诺伊斯计划将通过探索跨学科STEM模块的使用为教师准备领域贡献知识，作为学者首先作为学生，然后作为教师体验基于地点的STEM教学的工具。此外，学者将参与包括暑期研究，实地考察和设计思维和创新研讨会的经验，介绍设计思维的主要原则和设计思维的使用，以开发课程和激励教育变革。这种课程，活动和支持的组合是建立在最佳实践的基础上，旨在发展学者作为教师的身份，让他们了解自己作为专业人士，研究人员，创新者和导师的能力，他们可以在课堂上应对挑战。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 for preparing high-quality mathematics and science teachers. Nationally, mathematics and science teaching positions are hard to staff particularly in high-need schools. Through the education pathway envisioned by this project, participants will begin at a two-year or a four-year college, transfer to a math or science education/teacher licensure program at a four-year college, co-enroll in a master’s degree program, gain teacher licensure, and return to high-need schools as math or science teachers. The project will enhance math and science education coursework and experiences for undergraduates and graduate students by integrating mentored student teaching experiences; developing innovative course curricula using design thinking; creating modules showing design thinking in action that scholars and education professionals may access to enhance their science and math curriculum; and facilitating professional development opportunities to develop participants’ professional identities as teachers prepared to succeed in high-need schools.The proposed project will support 15 undergraduate students along a five-year education pathway through a STEM degree (chemistry, biology, mathematics) and a Master of Science in Teaching (MST) as part of their preparation for a New York State adolescent-education teaching certification for grades 7–12. The goal is to prepare the scholarship recipients to teach in high-need local educational agency classrooms near Iona University, such as Ossining Union Free School District and Mount Vernon City School District. This project builds from a successful Noyce Capacity Building project, through which Iona and Westchester Community College (WCC) built a 2+2+1 articulation agreement for students to earn an associate degree at WCC in addition to a STEM degree and an MST at Iona. This project will make use of a place-based interdisciplinary module designed to expose students in entry-level chemistry courses to the idea of using urban ecology as an interdisciplinary subject with connections to math, chemistry, and biology. The project will also employ design thinking within the urban ecology modules. Design thinking is an innovative concept regularly used by Fortune 500 companies as a creative problem-solving process to contemplate and discover innovative solutions to problems of all kinds. The proposed project is designed to accomplish the following objectives. (1) Recruit a minimum of 15 Iona STEM majors or WCC transfer students who will have the coursework needed for NYS teaching certification through participation in the Noyce Scholars program. (2) Retain at least 93% of original Scholars through strategies that include experiential learning opportunities, academic enrichment, and mentoring. (3) Prepare program participants to teach in high-need LEAs. (4) Graduate and place 100% of Noyce Scholars in high-need LEAs. (5) Track and support the persistence of Noyce Scholar alumni during their high-need LEA teaching service and beyond by providing mentorship and induction support activities. The Iona Noyce program will contribute knowledge to the field of teacher preparation by exploring the use of interdisciplinary STEM modules as a tool for Scholars to experience place-based STEM teaching first as students and then later as teachers. Additionally, Scholars will engage in experiences that include summer research, fieldwork, and a Design Thinking and Innovation workshop introducing the main principles of design thinking and the use of design thinking for developing curricula and motivating educational change. This combination of curriculum, activities, and support is built on best practices and is intended to develop Scholars’ identities as teachers, giving them a sense of their abilities as professionals, researchers, innovators, and mentors who can tackle challenges in the classroom. 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.