Morgan State University Noyce Capacity Building Project

摩根州立大学（MSU）的Noyce能力建设项目正在建立一个大学社区网络，并重新设计其五年制生物和数学教师教育课程，以获得中学教师资格认证。STEM教学社区（STEM TLC）利用密歇根州立大学的摩根英里计划，该计划旨在与当地非营利组织、学校和公司建立合作伙伴关系，为成功的STEM教师培训计划开发支持性基础设施。STEM TLC为未来的STEM教师教育学生提供情感和学术支持，帮助他们成长为成功的STEM学习者、高效的城市教师和社区建设者。需要这种支持来解决在高需求学校培养高素质中学教师的三个主要挑战（招聘、坚持和保留），这是通过项目活动解决的。该项目与巴尔的摩市公立学校合作，寻找对学习数学或生物学感兴趣的有才华的高中生。从长远来看，该项目将通过增加马里兰州（包括城市地区）代表性不足的少数族裔STEM教师的数量，影响STEM教师队伍的多样性，这些教师也可以作为学生的榜样。从执行该项目中获得的知识可以帮助基于大学的项目反思什么是有效的，特别是应对城市环境中教师和学生面临的挑战。基于研究的理论支持有目的地创造积极的学习环境、实践社区和文化相关教学法的有效性。以社区为中心的招聘方法将导致教师候选人的持久性，进而导致教师毕业生的保留率提高。为了支持STEM中学教师教育计划的发展和实施，项目活动包括教师和导师教师的专业发展，为学生准备实践考试的导师，将城市教学理论和策略融入课程，以及帮助学生获得实习和奖学金。生物学专业的学生也有机会专注于环境科学，并使用Patuxent环境和水生研究实验室进行真实的研究体验。通过该项目开发的环境科学专业满足了这一领域对教师的需求，因为马里兰州是美国第一个要求高中学生毕业时学习环境科学课程的州。此外，一个详细的混合方法评估计划，包括跟踪具体的度量标准和指标，以及通过焦点小组和调查进行的形成性评估，将有助于指导项目。

This Noyce Capacity Building project at Morgan State University (MSU) is establishing a university-community network and redesigning its five-year teacher education programs in biology and mathematics leading to secondary teacher certification. The STEM Teaching and Learning Community (STEM TLC) leverages MSU's Morgan Mile Initiative, which aims to build partnerships with local non-profits, schools, and corporations, to develop a supportive infrastructure for a successful STEM teacher preparation program. The STEM TLC provides future STEM teacher education students with emotional and academic support as they develop into successful STEM learners, effective urban teachers, and community builders. This support is needed to address the three main challenges in producing highly qualified secondary teachers in high-need schools (recruitment, persistence, and retention), which are addressed through the project's activities. The project is partnering with Baltimore City Public Schools to identify talented high school students interested in studying mathematics or biology. Long-term, this project will impact the diversity of the STEM teacher workforce by increasing the number of underrepresented minority STEM teachers in Maryland, including in urban areas, who also can serve as role models to students.The knowledge gained from executing this project can help university-based programs reflect on what works, particularly to meet the challenges facing both teachers and students in urban environments. Research-based theories support the efficacy of purposively creating active learning environments, a community of practice, and culturally relevant pedagogy. A community-centered approach to recruitment will lead to teacher candidate persistence, in turn leading to improved retention of teacher graduates. To support the development and implementation of its STEM secondary teacher education programs, project activities include professional development for faculty and mentor teachers, tutors to prepare students for the Praxis exams, the infusion of urban teaching theory and strategies into the curriculum, and helping students secure internships and scholarships. Biology majors also have the opportunity to obtain a concentration in environmental science and to use the Patuxent Environmental and Aquatic Research Laboratory for authentic research experiences. The environmental science concentration developed through this project addresses the demand for teachers in this area as Maryland was the first state in the country to require that high school students graduate with an environmental science course. Moreover, a detailed mixed methods evaluation plan that includes tracking specific metrics and indicators and formative evaluation through focus groups and surveys will help guide the project.