Robert Noyce Teacher Scholarship Program Track 1 at California State University, Stanislaus

California State University-Stanislaus, Turlock CA

Investigators

Abstract

Noyce Track 1 project aims to serve the national need of preparing highly qualified STEM teachers. Additionally, this project will support a total of 25 prospective STEM teachers, of which 15 accepted into the program are undergraduate students receiving scholarships and 10 are credential students holding degrees in STEM, including career changers and veterans. Degree holders receive a one-year stipend. These prospective STEM teachers are in the fields of mathematics, biology, physics, chemistry, and computer science. The proposed project components will enable high-achieving prospective teachers to become STEM teachers with extensive expertise in both content and pedagogical knowledge, preparing them to emerge as teacher leaders in their districts. This project at California State University, Stanislaus (CSU Stanislaus), includes partnerships with Turlock Unified School District (USD), Stockton USD, and Modesto City Schools. The project will be guided by several goals. First, over five years, the project will recruit and prepare twenty-five (25) high achieving students, who are undergraduate majors or who have a degree in biology, chemistry, computer science, engineering, geoscience, mathematics, or physics, to become K-12 STEM teachers in high-needs schools. The Scholars, who are supported for up to three years if a current undergraduate student or for one credentialing year if already holding a STEM degree, would represent an increase of twenty-five STEM teachers beyond current numbers. Second, project activities and CSU Stanislaus curricula will provide these prospective STEM teachers with high-level STEM content and pedagogical knowledge, as well as leadership, active learning skills, and expertise to prepare them for their future classrooms in high-needs schools. This project will also feature preparation in accordance with state and national frameworks and standards regarding teaching and student learning. A third goal is to decrease teacher burnout and attrition rates by creating an induction process that includes a professional learning community and networking opportunities aimed at connecting practicing STEM teachers with one another. A fourth goal is to create, implement, study, sustain, and disseminate a model that (1) involves research-based best practices to prepare and retain prospective STEM teachers, and (2) emphasizes research-based pedagogies. This project will be iteratively evaluated. Evaluation will be guided by the following evaluation questions: (a) What types of knowledge, skills, and dispositions do future STEM teachers need to acquire to create learning experiences that address the needs of all students in high-needs schools in the Central Valley of California? and (b) What types of challenges (instructional, administrative, content, etc.) do new STEM teachers experience in their workplace during their process of induction, and how does a community of practice (NTRAP) support their retention and growth as leaders in the teaching profession? The results of this project will be disseminated to help enhance the field. Comprehensive mixed-methods project evaluation will provide formative and summative assessment and feedback. Through publications, conference presentations, and workshops, investigators will proactively disseminate project findings and outcomes to other CSU campuses and nationwide. 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-needs 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.