Multiple Field Experiences and Undergraduate Research to Prepare Highly Effective Mathematics and Science Teachers for Diverse Urban Schools

该项目旨在满足国家需要，培养高素质的数学和科学教师，以便在高需求学区工作。具体地说，该项目计划让获得数学、物理、生物或化学学士学位的本科生成为高需求中学的成功数学和科学教师。为此，奥古斯塔纳学院打算为16名完成学士学位和教师资格认证的学生提供奖学金支持。这些诺伊斯奖学金获得者将参加实地体验，并在奥古斯塔纳学院的奖学金获得者任期期间和之后获得具体的建议和指导。利用这笔资金，奥古斯塔纳学院打算解决伊利诺伊州西北部Quad Cities大都市区因教师高流动率而导致的教师短缺问题。奥古斯塔纳学院的这个项目包括与黑鹰学院和达文波特社区学校、莫林-煤炭谷校区、罗克岛-米兰校区#41和联合乡镇高中校区30的合作伙伴关系。它打算培养16名新的认证数学和科学中学教师。该项目的目标是：(1)通过内部招聘以及与黑鹰学院和当地教育机构的密切合作关系，增加STEM学生接受教育的招生人数；(2)通过增加和丰富的早期实地经验、本科研究以及在不同城市教育环境中的显性学习和经验，改善高质量和有效的教师准备；以及(3)基于循证教师入职和辅导模式，为新教师提供更多支持。诺伊斯奖学金获得者将获得早期实地经验和指导。通过三次校本实地工作(大二与有特殊需要的学生一起工作，三年级在一所中学和一所高中工作，以及四年级学生教学)，职前候选人预计在三个不同的高需求环境中工作，经历不同的学生发展水平(初中和高中)，以及不同的高需求地区和学校。在学生教学之后，学者们将学习一门教育顶峰课程(学校与社会)，该课程强调高需求学校的多样性和公平问题，并包括高需求学校的体验部分。因此，诺伊斯学者将参与总共四次学校安置。每名奖学金获得者将与一名STEM教师导师和一名教育学教师导师配对。诺伊斯学者预计将继续与这支教师导师团队合作，直到毕业和执教的头两年。所有学者都要完成一项高级探究项目，该项目将严谨的科学或数学探究与K-12教学的相关应用相结合。这项学术研究将由一名研究人员指导，使用各种技术，包括研究写作和提交作品以供在会议上展示。该项目旨在调查项目活动在多大程度上影响学生对高需求学校的教学态度。它还打算确定候选人必须发展哪些技能/能力才能在这种环境中取得成功。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的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、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 of preparing highly qualified mathematics and science teachers for work in high-needs school districts. Specifically, the project plans to prepare undergraduate students who are earning baccalaureate degrees in mathematics, physics, biology, or chemistry to be successful mathematics and science teachers in high-need secondary schools. To do so, Augustana College intends to provide sixteen students with scholarship support as they complete their baccalaureate degree and teacher certification. These Noyce Scholars will participate in field experiences and have access to specific advising and mentoring during and after the Scholars’ tenures at Augustana College. With this funding, Augustana College intends to address teacher shortages resulting from high teacher turnover in the Quad Cities metropolitan area in northwest Illinois. This project at Augustana College includes partnerships with Black Hawk College and the Davenport Community Schools, the Moline-Coal Valley School District, the Rock Island-Milan School District #41, and the United Township High School District 30. It intends to produce 16 new certified mathematics and science secondary teachers. The project’s goals are to: (1) increase enrollment of STEM students pursuing education through internal recruitment and strong collaborative relationships with Black Hawk College and local education agencies; (2) improve high-quality and effective teacher preparation through increased and varied early field experience, undergraduate research, and explicit study and experience in diverse urban education environments; and (3) provide greater supports to new teachers based on evidence-based teacher induction and mentoring models. Noyce Scholars will receive both early field experiences and mentoring. Across three school-based field experiences (sophomore year work with special needs students, junior year work in a middle school and a high school, and senior year student teaching), the pre-service candidates are expected to work in three distinctive high-need settings, experiencing different student developmental levels (middle school and high school), as well as different high-need districts and schools. Following student teaching, the Scholars will take an education capstone course (School and Society, which emphasizes diversity and equity issues in high-need schools and includes an experiential component in a high-need school. Thus, Noyce Scholars will engage in a total of four school placements. Each Scholar will be paired with both a STEM faculty mentor and an education faculty mentor. Noyce Scholars are expected to continue working with this team of faculty mentors through graduation and the first two years of teaching. All Scholars are expected to complete a senior inquiry project that integrates rigorous science or mathematical inquiry with relevant applications for K–12 teaching. This academic research will be guided by a researcher, use a variety of techniques, and include research writing and submission of the work for presentation at conferences. The project aims to investigate the extent to which project activities influence students’ attitudes towards teaching in high-need schools. It intends to also identify what skills/abilities candidates must develop to be successful in such settings. 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 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.