Restricted Research - Award List, Note/Discussion Page

Fiscal Year: 2013

369  Texas State University  (19847)

Principal Investigator: Dr Hunter G Close

Total Amount of Contract, Award, or Gift (Annual before 2011): $ 350,000

Exceeds $250,000 (Is it flagged?): Yes

Start and End Dates: 1/1/13 <> 12/31/14

Restricted Research: YES

Academic Discipline: College of Science & Engineering

Department, Center, School, or Institute: Physics

Title of Contract, Award, or Gift: COMMUNITIES & PATHWAYS: CULTIVATING SCIENCE EDUCATOR IDENTITY FOR UNDERGRADUATE

Name of Granting or Contracting Agency/Entity: National Science Foundation
CFDA Link: NSF
47.076

Program Title: none
CFDA Linked: Education and Human Resources

Note:

This proposed project is a 2-year Capacity Building project in collaboration with San Antonio College and Austin Community College. The main goal of the project is to foster a thriving community of undergraduate students at Texas State who identify as science educators. The community will be built and supported via two major mechanisms: the “Communities” component, which is an expanding Learning Assistant (LA) program in the physics department; and the “Pathways” component, which is alignment of STEM degrees with teacher certifications. Two alignments in particular will be accomplished: alignment of physics degree(s) with physics-oriented teacher certifications, which do not currently exist at Texas State; and alignment of at least one STEM degree with K-8 certifications. Similar communities and program alignments will occur at the 2-year colleges. The program will be inclusive of LAs serving calculus-based physics, algebra-based physics, and general education physics courses, thus effectively involving a variety of STEM majors and elementary education majors in early physics teaching experiences. The project will contribute generally to a growing knowledge base about effective models for teacher preparation. More specifically, it will contribute to answering the following questions:1. How can the student experience of being an LA be given a detailed account in terms of the formation of identity through participation in a community of practice?2. When future elementary and secondary teachers learn physics pedagogy together, how do individuals and the community benefit? If so, how might we account for any benefits by characterizing the nature of the interactions among members?3. Do opportunities for student leadership (e.g., serving as a Learning Assistant) contribute to improved representation and success of under-represented minorities in STEM?

Discussion: No discussion notes

 

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