Inspiring Science and Mathematics Teachers to Reach Underserved Classrooms by Implementing Innovative, Data-supported Concepts

该项目旨在服务于培养高素质数学和科学教师的国家需求。在全国范围内，数学和科学教学职位很难配备人员，特别是在高需求的学校。通过该项目设想的教育途径，参与者将从两年或四年制大学开始，转到四年制大学的数学或科学教育/教师资格认证课程，共同注册硕士学位课程，获得教师资格证书，并返回高需求学校担任数学或科学教师。该项目将加强本科生和研究生的数学和科学教育课程工作和经验，方法是整合指导学生的教学经验；利用设计思维开发创新的课程课程；创建展示实际设计思维的模块，学者和教育专业人员可以获得这些模块以提高他们的科学和数学课程；该项目将支持15名本科生通过STEM学位(化学、生物、数学)和科学教学硕士(MST)完成为期五年的教育，作为他们准备7-12年级纽约州青少年教育教学认证的一部分。目标是让奖学金获得者做好准备，在爱奥纳大学附近的高需求教育机构教室任教，如奥西宁联合自由学区和弗农山市学区。该项目建立在一个成功的Noyce能力建设项目的基础上，通过该项目，IONA和威彻斯特社区学院(WCC)达成了2+2+1衔接协议，学生除了在IONA获得STEM学位和MST外，还可以在WCC获得副学位。这个项目将利用一个基于地点的跨学科模块，旨在让入门级化学课程的学生了解将城市生态学作为一门与数学、化学和生物有关的跨学科学科的想法。该项目还将在城市生态模块中采用设计思维。设计思维是财富500强公司经常使用的一个创新概念，作为创造性的问题解决过程，以思考和发现各种问题的创新解决方案。拟议的项目旨在实现以下目标。(1)招收至少15名IONA STEM专业或WCC转校生，他们将通过参加诺伊斯学者计划获得纽约教学认证所需的课程。(2)通过包括体验式学习机会、学术充实和指导在内的战略，留住至少93%的原创学者。(3)让项目参与者做好准备，在高需求的大专院校任教。(4)将100%的诺伊斯学者毕业并安置在高需求的大专院校。(5)通过提供辅导和入职支持活动，跟踪和支持诺伊斯学者校友在其高需求的LEA教学服务期间和其他方面的坚持不懈。Iona Noyce计划将通过探索使用跨学科STEM模块作为一种工具，让学者首先作为学生，然后作为教师体验基于地点的STEM教学，从而为教师准备领域贡献知识。此外，学者们将参与包括暑期研究、实地调查和设计思维与创新研讨会在内的经验，介绍设计思维的主要原则，以及如何使用设计思维来开发课程和推动教育变革。这种课程、活动和支持的组合建立在最佳实践的基础上，旨在发展学者作为教师的身份，让他们意识到自己作为专业人员、研究人员、创新者和导师的能力，能够在课堂上应对挑战。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教师的有效性和留住的研究。这一奖项反映了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 for preparing high-quality mathematics and science teachers. Nationally, mathematics and science teaching positions are hard to staff particularly in high-need schools. Through the education pathway envisioned by this project, participants will begin at a two-year or a four-year college, transfer to a math or science education/teacher licensure program at a four-year college, co-enroll in a master’s degree program, gain teacher licensure, and return to high-need schools as math or science teachers. The project will enhance math and science education coursework and experiences for undergraduates and graduate students by integrating mentored student teaching experiences; developing innovative course curricula using design thinking; creating modules showing design thinking in action that scholars and education professionals may access to enhance their science and math curriculum; and facilitating professional development opportunities to develop participants’ professional identities as teachers prepared to succeed in high-need schools.The proposed project will support 15 undergraduate students along a five-year education pathway through a STEM degree (chemistry, biology, mathematics) and a Master of Science in Teaching (MST) as part of their preparation for a New York State adolescent-education teaching certification for grades 7–12. The goal is to prepare the scholarship recipients to teach in high-need local educational agency classrooms near Iona University, such as Ossining Union Free School District and Mount Vernon City School District. This project builds from a successful Noyce Capacity Building project, through which Iona and Westchester Community College (WCC) built a 2+2+1 articulation agreement for students to earn an associate degree at WCC in addition to a STEM degree and an MST at Iona. This project will make use of a place-based interdisciplinary module designed to expose students in entry-level chemistry courses to the idea of using urban ecology as an interdisciplinary subject with connections to math, chemistry, and biology. The project will also employ design thinking within the urban ecology modules. Design thinking is an innovative concept regularly used by Fortune 500 companies as a creative problem-solving process to contemplate and discover innovative solutions to problems of all kinds. The proposed project is designed to accomplish the following objectives. (1) Recruit a minimum of 15 Iona STEM majors or WCC transfer students who will have the coursework needed for NYS teaching certification through participation in the Noyce Scholars program. (2) Retain at least 93% of original Scholars through strategies that include experiential learning opportunities, academic enrichment, and mentoring. (3) Prepare program participants to teach in high-need LEAs. (4) Graduate and place 100% of Noyce Scholars in high-need LEAs. (5) Track and support the persistence of Noyce Scholar alumni during their high-need LEA teaching service and beyond by providing mentorship and induction support activities. The Iona Noyce program will contribute knowledge to the field of teacher preparation by exploring the use of interdisciplinary STEM modules as a tool for Scholars to experience place-based STEM teaching first as students and then later as teachers. Additionally, Scholars will engage in experiences that include summer research, fieldwork, and a Design Thinking and Innovation workshop introducing the main principles of design thinking and the use of design thinking for developing curricula and motivating educational change. This combination of curriculum, activities, and support is built on best practices and is intended to develop Scholars’ identities as teachers, giving them a sense of their abilities as professionals, researchers, innovators, and mentors who can tackle challenges in the classroom. 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.