Excellence in STEM Teaching in Indiana through Integrating Engineering Practice and Design Principles

印第安纳州STEM卓越教学是第一轨罗伯特·诺伊斯教师奖学金计划项目。它代表了普渡大学、印第安纳州常春藤科技社区学院和五家高需求的印第安纳州农村学校公司之间的合作。该项目将通过扩大本科生的数量和多样性来加强印第安纳州的未来，这些本科生将攻读STEM学位并从事中等STEM教学。这些学生将提高将工程设计融入科学、数学和技术教学的知识和技能。他们将完成一份具有两个特点的严谨的学习计划。首先，他们的学位将是STEM学科，这将导致州数学或科学执照。其次，该学位将包括专注于如何在有效的STEM学科教育中使用工程实践和设计。在这一集中，学者将完成一套全面的四门课程和实地经验，以增强他们的STEM教学学位要求。通过这样做，他们将发展更多的专业知识，将工程设计融入他们的教学课程。此外，该项目将在这些学者毕业后支持他们参加一个为期三年的入职计划，指导他们的专业成长和发展。这个教师奖学金计划将在四年内每年支持八名新学者，总共32名。每个获奖者将有资格以可免除贷款的形式获得最多两年的奖学金资助。在校园、州和国家层面的招聘努力将吸引生物、化学、物理、地球和大气科学、数学、工程和技术专业的有才华的优秀本科生成为STEM中学教师。它将特别关注来自文化、语言和社会经济背景不同的学生和残疾学生。通过与印第安纳州常春藤科技社区学院的合作，普渡大学将利用单一的衔接协议，允许学生在两所学校之间无缝转学。这将增加有才华的下一代STEM教师队伍。常春藤理工社区学院是印第安纳州最大的公立专上学院。它也是美国最大的单一认证的全州社区学院系统。在完成诺伊斯计划的要求后，学者们将准备好在课堂上计划和实施高质量的STEM教学。本课程将强调STEM主题之间的概念联系的多样性。它将利用工程设计作为集成商来做到这一点。这将为使STEM学习更加具体和与中学生相关提供机会。这一愿景与目前STEM教育的建议和改革相呼应。这些奖项包括下一代科学标准(NGSS牵头国家，2013)，K-12教育中的工程学(Katehi等人，2009)，以及学校数学的原则和标准(全国数学教师理事会，2000)。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。

Excellence in STEM Teaching in Indiana is a Track 1 Robert Noyce Teacher Scholarship Program project. It represents a collaboration among Purdue University, Ivy Tech Community College of Indiana, and five high-need, rural Indiana school corporations. This project will strengthen Indiana's future by expanding the number and diversity of undergraduate students who pursue a STEM degree and career in secondary STEM teaching. These students will develop enhanced knowledge and skills for integrating engineering design into science, mathematics, and technology instruction. They will complete a rigorous plan of study with two characteristics. First, their degree will be in a STEM discipline that leads to state mathematics or science licensure. Second, the degree will include a concentration that focuses on how to use engineering practice and design in effective STEM disciplinary education. In this concentration, scholars will complete a comprehensive suite of four courses and field experiences that augment their STEM teaching degree requirements. In so doing, they will develop additional expertise in integrating engineering design into their teaching curricula. Additionally, the project will support these scholars after graduation in a three-year induction program that mentors them in their professional growth and development.This teacher scholarship program will support eight new scholars each year over four years for a total of 32. Each recipient will be eligible to receive up to two years of scholarship funding in the form of a forgivable loan. Recruitment efforts at the campus, state, and national levels will attract talented, high-achieving undergraduate students in biology, chemistry, physics, earth and atmospheric science, mathematics, engineering, and technology majors to become secondary STEM teachers. It will particularly focus on students from culturally, linguistically, and socioeconomically diverse backgrounds and students with disabilities. By partnering with Ivy Tech Community Colleges in Indiana, Purdue University will leverage a single articulation agreement that allows students to seamlessly transfer between the two institutions. This will increase the pool of talented, next generation STEM teachers. Ivy Tech Community College is the largest public postsecondary institution in Indiana. It is also the largest single-accredited statewide community college system in the United States. In completing the Noyce program requirements, scholars will be classroom-ready to plan and implement high-quality STEM instruction. This instruction will emphasize the variety of conceptual connections among STEM subjects. It will do so using engineering design as an integrator. This will provide opportunities for making STEM learning more concrete and relevant to secondary students. This vision is resonant with current recommendations and reforms in STEM education. These include the Next Generation Science Standards (NGSS Lead States, 2013), Engineering in K-12 Education (Katehi et al., 2009), and Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000).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.