Northern California Math and Science Teachers

北方加州数学和科学教师项目旨在促进国家在高需求学校培养和留住合格数学和科学教师的需求。这个轨道1诺伊斯项目在加州州立大学（CSU），奇科，将支持25名学生的教育，成为高素质的教师谁是准备在不同的课堂上取得成功。该项目将为本科数学和科学专业以及学士后STEM证书候选人提供奖学金。该项目将探讨本科生体验式学习机会，如暑期本科生研究经验和担任学习助理，如何影响教师保留。来自美国国家科学院的报告建议学生在本科培训的早期就参与教师导师和专业活动。该项目响应这一建议，要求每个学者参加一个研讨会课程，重点是研究为基础的做法，支持北方加州地区的中学学习者。 这些实践包括基于地点的学习，勇气和成长心态。这项工作的结果可以为改善现有的STEM教育和教师教育计划提供证据，并扩大对本科生研究的支持。本计画将透过问卷调查、访谈、课堂观察及课程作业表现，检视体验式学习机会对本科生及职前教师的影响。具体来说，该项目将试图回答以下问题：（1）什么人口统计学，教育，职业变量，或有关诺伊斯学者的其他信息预测他们的行为在整个程序和之后？ (2)什么是最成功的招聘和营销策略，以吸引一个庞大的和多样化的数学和科学教师？（3）不同的保留策略的有效性如何？通知和改进的做法，项目团队将在CSU-奇科各部门分享调查结果，通过部门会议，通讯，和本科生的经验评估。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。

The Northern California Math and Science Teachers project aims to advance the national need for preparing and retaining qualified math and science teachers in high-need schools. This Track 1 Noyce project at California State University (CSU), Chico, will support the education of 25 students to become highly qualified teachers who are prepared to succeed in diverse classrooms. The project will provide scholarships to undergraduate math and science majors, as well as post-baccalaureate STEM credential candidates. The project will explore how undergraduate experiential learning opportunities, such as summer undergraduate research experiences and serving as learning assistants, affect teacher retention. Reports from the National Academy of Sciences recommend that student become involved with faculty mentors and professional activities early in their undergraduate training. The project responds to this recommendation by requiring each scholar to attend a seminar course focused on research-based practices that support secondary learners in the northern California region. These practices include place-based learning, grit, and growth mindset. The results from this work may provide evidence for improving existing STEM education and teacher education programs and broaden support for undergraduate research. This project will examine the impact of experiential learning opportunities on undergraduate and pre-service teachers through surveys, interviews, classroom observations, and performance on course assignments. Specifically, the project will attempt to answer the following questions: (1) What demographic, educational, occupational variables, or other information about Noyce scholars predict their behavior throughout and after the program? (2) What are the most successful recruitment and marketing strategies for attracting a large and diverse pool of math and science teachers? and (3) How effective are various retention strategies? To inform and improve practices, the project team will share findings across departments at CSU-Chico, via department meetings, newsletters, and evaluations of the undergraduate experiences. Findings will also be disseminated at regional conferences.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.