- Year 2022
- NSF Noyce Award # 1852690
- First Name Susan
- Last Name Hildenbrand
- Institution St. John Fisher College
- Role/Position Co-PI
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological Sciences, Chemistry, Education, Mathematics, Physics
- Target Audience Co-PIs, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
- Topics Community Building: Supporting Teacher Educators and Pre-Service Teachers, Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning
- Session Length 45 minutes minutes
- Additional Presenter(s)
Lindsey DeBonis & Ashley Lippa
Participants will learn about the research design of a study that prepares Noyce Scholars to become trauma-sensitive STEM teachers. Participants will learn preliminary findings from a study that prepares Noyce Scholars to become trauma-sensitive STEM teachers. Participants will engage in a discussion with current Noyce Scholars who completing the research activities to become trauma-sensitive STEM teachers.
Preliminary research results come from the following evidence sources from four of the six completed research phases; pre-post surveys, Phase I Reflection Prompts, Phase I Exit Discussion Prompts, Phase II Reflection Prompts, Phase II Exit Discussion Prompts, Phase III Trauma-sensitive Strategies Implementation Chart, and Phase IV Action Research Project Implementation Plan Elements Outline.
The prevalence of students impacted by trauma is rising steadily in today’s classrooms. According to the National Survey of Children’s Health (NSCH), almost half of US children have experienced at least one or more types of serious childhood trauma (NSCH, 2018). This translates into over 34 million children nationwide who have experienced trauma in their lives. Even more concerning, nearly a third of US youth ages 12-17 have experienced two or more types of childhood adversity that are likely to affect their physical and mental health as adults. These are pre-COVID 19 statistics, and emerging studies are reporting an even direr situation. A majority of teachers express uncertainty about their ability to support students impacted by trauma and see the need for, and the benefits of, a whole-school trauma-informed approach. One strategy to address teachers’ perceived or real lack of skill in supporting students impacted by trauma would be to embed trauma-sensitive pedagogy in teacher preparation curriculum in an effort to close the gap between the pre-service and in-service teacher knowledge base. The inclusion of trauma-sensitive pedagogy alongside a shared space to observe, practice, and reflect on the implementation of a trauma-sensitive approach would better prepare novice teachers to positively support students impacted by trauma. This session will discuss the preliminary findings from the implementation of Scholar training and activities.