Robert Noyce Teacher Scholarship Program Track 1 at The University of Scranton – Round 1

University Of Scranton, Scranton PA

Investigators

Abstract

This project aims to serve the national need for highly qualified STEM teachers. To achieve this, the program will recruit undergraduate STEM majors to complete their STEM degrees, as well as individuals who already possess STEM degrees, to obtain a secondary teacher certification. This project will support 21 individuals who will receive scholarships and other supports designed to enrich their STEM knowledge, as well as their teaching knowledge and skills. To expand their STEM content knowledge, the Noyce Scholars will have the opportunity to participate in collaborative mentor-scholar projects, summer computational workshops, and a chemometrics course (i.e., statistics and computer applications in analytical chemistry). They will also benefit from faculty mentorships that include opportunities to reflect on their academic and career pursuits. Monthly workshops will consist of sessions focused on interpersonal skill development, including grit and cultural and linguistic competence. Such skills are essential for effective teaching in high-need school districts. The project anticipates that these Noyce Scholars will acquire the knowledge, skills, and perspectives necessary to support science student learners in Pennsylvania's high-need secondary schools. This project at the University of Scranton includes partnerships with the Mid Valley School District and Luzerne County Community College. There are three specific project goals. The first goal is to recruit, prepare, and graduate 21 qualified undergraduate STEM majors or individuals holding a baccalaureate degree in a STEM discipline to become certified as secondary science and mathematics teachers. The second goal is to provide professional support for the long-term success of these STEM educators. The final goal is to place and retain a high percentage (90%) of these Scholars in teaching positions in high-need school districts upon graduation as they complete their teaching service requirement of two years of teaching for each year of scholarship support. Early residency teaching experience will be part of the scholars' coursework when they practice and hone their skills and knowledge alongside an effective teacher-mentor in a high-need classroom. Further, to ensure that the scholars have the necessary support for their Praxis tests, enrichment preparation and support will be provided to the Noyce Scholars through freely available online resources via learning management software. A robust project assessment process, led by an independent evaluator, aims to identify the aspects of the program that are most effective in STEM teacher recruitment, retention, and preparation. The project seeks to utilize the results of this evaluation to enhance the teacher education program and will disseminate the findings both locally and nationally through publications and presentations. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation question(s): (a) How effective is the program in recruiting and attracting students to pursue STEM education? (b) How effective is the LSU (UofS) Noyce Scholars Program in supplying STEM teachers in high-need LEAs? (c) How effective is the program in preparing scholars as STEM teachers in high-need LEAs? (d) To what extent do the LSU (UofS) Noyce Scholars remain in their teaching careers? (e) To what extent has the program established and maintained partnerships with CLTCC and high-need LEAs? The results of this project will be disseminated to help enhance the field. This Track 1: Scholarships and Stipends Noyce 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.