Philadelphia Regional Pre- and In-Service Teacher Conference Series on Integrating STEM in Everyday Life

该项目由罗伯特·诺伊斯教师奖学金计划（Noyce）资助，旨在满足国家对培养高效科学和数学教师的需求。该项目由布林莫尔学院代表费城地区Noyce伙伴关系（PRNP）领导，该伙伴关系由九所高等教育机构（阿卡迪亚大学、布林莫尔学院、费城社区学院、德雷塞尔大学、拉萨尔大学、圣约瑟夫大学、天普大学、宾夕法尼亚大学、西切斯特大学和费城教育基金）组成。通过为期14个月的五场系列会议，这个凝聚力强、重点突出的专业发展系列将召集约100名Noyce在职和在职中学STEM教师，以及费城地区的其他STEM教师。通过会议活动，这些参与者将获得“将STEM融入日常生活”所需的理解和技能，这是为期一年的工作的主题。预计实施“日常生活中的STEM”方法将增加学生在STEM课程中的成功。该系列会议旨在与职前教师和在职教师合作，开发基于探究和基于地点的非传统课程单元，利用学生的文化和物理环境作为学生研究和数据收集的来源。教育工作者将得到支持，有意识地思考学生生活中学习STEM概念的领域，这些领域将高度激励学生。这些领域的例子包括体育、食品和营养、健康和安全、音乐和交通。研讨会参与者将设计和开发学习经验，让学生参与探索STEM概念和实践如何与语言艺术、历史和美术相结合，以及STEM如何影响他们的生活和决策。在本次系列会议中，教师将面临的挑战是开发引人入胜的基于场所的、基于项目的单元，这些单元不仅符合下一代科学标准和共同核心国家标准，而且还将STEM教学置于社会科学和文化背景中。除了PRNP的成员机构外，该项目还将接触费城地区没有Noyce项目的高等教育机构，并将这些机构的学生和教师介绍给Noyce网络。此外，该项目将在出版物和在国家专业会议上的介绍中传播通过这项工作学到的知识。这个项目有可能提高教师在开发和实施以周边社区为实验室的基于地点的课程单元方面的教学技能。因此，学习环境可以从学校内部延伸到社区，同时将文化和社区利益相关者带入学校的世界。这种交流有可能在每个社区内沿着STEM、文化和社区线开辟新的关系。Noyce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，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。

With support from the Robert Noyce Teacher Scholarship Program (Noyce), The project aims to serve the national need of advancing the development of highly effective science and mathematics teachers. Te project is led by Bryn Mawr College on behalf of the Philadelphia Regional Noyce Partnership (PRNP), a collaboration of nine institutions of higher education (Arcadia University, Bryn Mawr College, Community College of Philadelphia, Drexel University, LaSalle University, Saint Joseph's University, Temple University, University of Pennsylvania, and West Chester University, and the Philadelphia Education Fund). Through a series of five conferences over fourteen months, this cohesive, focused professional development series will convene approximately 100 Noyce pre- and in-service secondary STEM teachers, and other Philadelphia-area STEM teachers. Through the conference activities, these participants will gain the understanding and skills needed to "Integrate STEM in Everyday Life," the primary theme of the year-long work. It is anticipated that implementing a "STEM in Everyday Life" approach will increase the success of students in STEM classes.The conference series aims to partner pre-service and in-service teachers to develop non-traditional curriculum units that are both inquiry-based and place-based, using the students' cultural and physical environment as the source of student research and data collection. Educators will be supported in thinking intentionally about areas of their students' lives in which learning STEM concepts would be highly motivating. Examples of such areas include sports, food and nutrition, health and safety, music, and transportation. The workshop participants will design and develop learning experiences that engage their students in exploring how STEM concepts and practices intersect with language arts, history, and fine arts, as well as how STEM affects their lives and influences their decisions. In this conference series, teachers will be challenged to develop engaging place-based, project-based units that not only align with the Next Generation Science Standards and the Common Core State Standards, but also to place STEM teaching in socio-scientific and cultural contexts. In addition to the member institutions of the PRNP, this project will reach out to institutions of higher education in the Philadelphia region who have not had Noyce programs and introduce students and faculty from these institutions to the Noyce network. Furthermore, the project will disseminate what is learned through this work in publications and presentations at national professional meetings. This project has the potential to advance instructional skills of teachers in developing and implementing placed-based curricular units that use the surrounding communities as their laboratories. Thus, learning environments can be extended from inside school walls into the community, while simultaneously bringing cultural and community stakeholders into the world of schools. This interchange has the potential to open new relationships within each community along STEM, cultural, and community lines. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness 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.