- Year 2022
- NSF Noyce Award # 1340042; 1439827
- First Name Jessica
- Last Name Krim
- Discipline Biological Sciences, Chemistry, Mathematics
K. Barry, L. Cummings, S. Locke, S. Wiediger & T. Voepel
Jessica S. Krim, Southern Illinois University Edwardsville
This project is important because we leveraged two grants; Math and Science to better serve teacher candidates. Capitalizing on the need for field placements in all secondary education programs, we created an intensive field experience and monthly seminar in which experienced teachers led sessions for scholars. This seminar will serve as the model for all secondary education programs (multidisciplinary) as it has been redesigned, using components from the SIUE Noyce Program. Because this grant was developed before the initiation of the Research Track, it is not able to effectively respond to a gap in research; most projects have small n’s and are not able to share data; this would be a great opportunity for “Outcomes; what’s next?”.
Evaluative questions include:1. Did the internship program yield qualified scholarship students? (Internship yield)2. Did the Noyce Scholarship students develop self-efficacy in their ability to teach science? (Self efficacy)3. Did the scholarship program demonstrate program quality? (Program quality)4. Were the Noyce scholarship students effective teachers? (Teacher Effectiveness)5. Did Noyce scholarship students successfully achieve a teaching certificate and graduate with a degree in a STEM field? (Degree/Certificate Completion)6. Did Noyce Scholarship students effectively
Our theoretical framework centered on self-efficacy:In order to develop interns and scholars’ self-efficacy, the SIUE program design includes strategies to maximize the four sources of self-efficacy identified by Bandura (1997): Mastery experiences such as structured teaching in an informal setting, training in science pedagogy; vicarious experiences, such as modeling from SIUE faculty and cooperating teachers; peer modeling, such as culminating presentations; social persuasion such as feedback from SIUE faculty and cooperating teachers, peer discussions, self-reflection; and physiological support, such as tools and strategies for managing anxiety.
Across two grants, key outcomes include 5 current scholars, 24 scholars in repayment, 26 scholars completed agreement, 48 interns, 10 research presentations, book chapter, extended experience for our scholars by being involved with Midwest Noyce Conference Grant, we developed Digital Badges for interns, incorporated more students to study our data by way of the Undergraduate Research and Creative Activities (URCA) internship study, created stronger individual partnerships between local teachers and SIUE.
The project addresses a need for high quality teachers in underperforming urban and ruraldistricts in southwestern Illinois. The scholars will teach in schools in depressed smallcities on the Illinois side of the Mississippi River, which have a large minority population,as well as in rural districts with high poverty rates and low high school graduation rates.Through outreach activities built into the program design, the Noyce interns and scholarswill reach an additional 2500 middle and high school students, providing minds-on STEM activities designed to generate interest and enthusiasm in STEM and STEM careers.