- Year 2017
- NSF Noyce Award # 1540690
- First Name Beth
- Last Name Costner
- Discipline N/A
Kelly Costner, firstname.lastname@example.org, Winthrop
Cassandra Bell, email@example.com, Winthrop
Leigh Kale D’Amico, Winthrop University and USC-Columbia, firstname.lastname@example.org
Lisa Howard, email@example.com, Winthrop University
Identifying potential candidates early in their undergraduate program and nurturing relationships to encourage teacher certification as a possible career has been a hallmark of the WISE program from the start. Current work is focused on continuing this model, incorporating more opportunities for development as an undergraduate targeted on high-need students and schools, and expanding professional development for current and scholars and practicing teachers. The multi-layered WISE program is one model for pre-service teacher development and identification of potential STEM teachers.
Project Goals include:
Recruitment of STEM Educators
* Recruit qualified and diverse participants for WISE internship and Scholars program
High-Quality Preparation of STEM Educators
* Implement summer internship to highlight integration of research and education.
* Implement multiple options for STEM teacher certification
* Implement components to prepare effective and highly effective teachers
Support and Retention of STEM Educators
* Retain STEM educators in high needs schools in partner districts
* Maintain high expectations for mentor identification, selection, and scholar support
Effective STEM Educators
* Ensure WISE scholars are effective classroom teachers
Key Activities include:
1. A WISE Internship that is built around research and teaching.
2. Targeted professional development and development a network of STEM teachers.
3. Redesign of teacher preparation pathways.
4. Ongoing mentoring.
1. A WISE Internship that is built around research and teaching. Through involvement of STEM researchers, local experts, teacher educators, and classroom teachers WISE interns have the opportunity to investigate as raising sophomores various pathways to STEM careers. This not only opens opportunities to discuss teaching a pathway with individuals that may not yet be considering such an option, but also challenges all to consider the role STEM professionals of all types have in supporting schools and STEM education in a variety of settings and through a variety of efforts.
2. Targeted professional development and development a network of STEM teachers. An underdeveloped aspect of our initial program, we have established more specific expectations and offerings to further support the development of current WISE scholars and provide multiple opportunities for sustained network building with past Scholars. One activity this year was to engage in a PLC around a common book of mindsets.
We are currently meeting all recruitment goals for the project. We are having less success in the recruitment of individuals that begin at the technical school and continue to involve our two-year partner in our work. Finally a significant next step is further development of the links to K-12 student achievement as we now have a critical mass of teachers that have completed the program and established themselves in high need schools.
The primary broader impact is the number of teachers supported through the WISE project. Further we continue to provide opportunities for STEM students through the internship that require them to critically consider the role of all citizens in the development of K-12 students and support of public education. We continue to share our project work at state and regional conferences and work closely with our K-12 partners in the support and recruitment of WISE scholars.