HuskyTeach: Next Generation STEM Teachers

赫斯基教学是罗伯特·诺伊斯教师奖学金第一阶段的项目，将招聘、准备和支持一群多样化的有才华的专业人员成为高需求环境中的科学和数学教师。该第一阶段项目将海洋科学家的研究活动与最佳教师培训做法结合在一起。该项目利用当地的专业知识为研究生和转行人员做好准备，使他们在最初几年在高需求学校的教学岗位上表现出色。该项目将促进对将STEM主题指导纳入为高需求学校培养教师的目标的理解。将海洋科学家的专业知识与强调进入STEM职业的机会和平等的课程相结合是该项目的独特之处，其结果将为其他科学教师培训地点的类似做法提供借鉴。最好的教师培训实践与艾弗利角校区的海洋研究项目相结合，为未来的科学教师提供了学习科学的机会。赫斯基教学项目与康涅狄格大学和州立大学的其他战略投资相一致。Noyce获奖者将在既定计划中取得进展，并增加与STEM导师的反复合作。HuskyTeach项目的目标包括：1)招聘24名高素质的STEM专业人员从事科学教学工作；2)将STEM内容与教育培训结合起来，为未来的科学教师做好准备；3)提供经验和资源，为科学教师在高需求学校工作做准备；4)增加科学教师队伍的多样性；以及5)利用多种数据来源，为STEM教师培训工作的改进提供信息。学员将把从海洋科学研究中获得的内容纳入与教育课程有关的课程单元。该项目的关键评价和评估措施将绘制态度转变和处置随时间推移的图表，特别侧重于在高需求学校教授科学的数据知情决策。

Husky Teach is a Robert Noyce Teacher Scholarship Phase I project that will recruit, prepare, and support a diverse and talented group of professionals to become science and math teachers in high-needs settings. This Phase 1 project combines research activity by marine scientists with best teacher preparation practices. The project leverages local expertise to prepare post-graduates and career changers so they excel during their initial years in teaching positions in high-need schools. The project will advance understandings about integrating STEM subject matter mentoring into the goal of preparing teachers for high-need schools. Combining expertise from marine scientists with coursework emphasizing access and equity to STEM careers is unique to this project, the outcomes of which would inform similar practices in at other science teacher preparation sites. Best teacher preparation practices combined with the marine research programs at the Avery Point campus provide a seedbed of science learning opportunities for future science teachers. The HuskyTeach project aligns with other strategic investments by the University of Connecticut and the State. Noyce recipients will progress through the established program with the addition of iteratively working with STEM Mentors. The goals of the HuskyTeach project include: 1) recruiting 24 high-quality STEM professionals for science teaching careers, 2) integrating STEM content with education training to prepare future science teachers, 3) providing experiences and resources to prepare science teachers to work in high-needs schools, 4) increasing the diversity of the science teaching workforce, and 5) using multiple data sources to inform the improvements to STEM teacher preparation. Participants will integrate content acquired from marine science research into curriculum modules developed in association with education coursework. Key evaluation and assessment measurements of this project will chart attitudinal shifts and dispositions over time, with particular focus on data-informed decisions with respect to teaching science in high-needs schools.