Robert Noyce Capacity Building Proposal at Augustana College

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，该项目将满足国家对提高科学、技术、工程和数学(STEM)高中教师队伍数量和质量的既定和日益增长的需求。南达科他州苏福尔斯的奥古斯塔纳学院将与伙伴机构密切合作，建设基础设施：(I)招聘和教育学生成为高素质的STEM高中教师，特别是为高需求学校；(Ii)为未来和现有的STEM教师提供多个级别的支持。一个特别的重点将是教育和支持美洲原住民学生成为STEM教师。奥古斯塔纳学院的项目组将与合作机构的人员密切合作，这些机构包括部落学院西塞顿·瓦赫佩顿学院和辛特·格列斯卡大学以及爱荷华州湖泊社区学院，以接触苏福尔斯公立学校和周围农村和偏远地区的高需求高中，为所有这些机构的学生提供成为STEM教师的特殊机会，然后将这些教师安置在高需求地区。这一进程将包括建设能力，为未来的STEM教师提供教育、指导和财政支持，并为现有和未来的教师提供联网机会。调查人员将采取全面的方法来重组奥古斯塔纳学院的STEM中学教育计划，以实施具有两个主要组成部分的举措：(1)招聘和支持有兴趣成为高中科学和数学教师的多样化有才华的高中和社区大学学生，以及(2)开发和纳入创新型跨学科STEM专业，使任何毕业生都能够更有能力地在STEM学科之间任教。支助部分将包括贯穿整个大学培训和进入专业课堂的纵向指导和财政支持，还将包括创建STEM教师网络，作为现有和未来教师的指导和专业发展实体。跨学科计划将包括跨越生物、化学、数学和物理等STEM领域的重要课程，以及其中一个领域的STEM学科重点领域。在这个项目中，学生学术培训的一个关键方面将是教师的文化能力，以提高教师以同理心和内省驾驭不同文化景观的能力，并评估和解释与学生的文化接触，从而在学习环境中更好地理解语言和非语言交流。作为罗伯特·诺伊斯能力建设项目的一部分，项目组将开始处理数据需求和开展研究，探讨对职前STEM教师的文化能力培训如何影响高中课堂的教与学成果，特别是农村地区和人口多样化地区的教与学成果。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, this project will address the established and growing national need to improve quantity and increase quality of the high school teaching workforce in science, technology, engineering, and mathematics (STEM). Augustana College in Sioux Falls, South Dakota, will work closely with partner institutions to build an infrastructure to: (i) recruit and educate students to become highly qualified STEM high school teachers, especially for high-needs schools and (ii) provide several levels of support for future and current STEM teachers. A particular focus will be to educate and support Native American students to become STEM teachers. The Project Team from Augustana College will work closely with personnel from partner institutions, which include tribal colleges Sisseton Wahpeton College and Sinte Gleska University as well as Iowa Lakes Community College to reach out to high-needs high schools in the Sioux Falls Public Schools and surrounding rural and remote districts to provide special opportunities for students from all of these institutions to become STEM teachers and then to place these teachers in high-needs areas. The process will include building capacity to provide educational, mentoring, and financial support for future STEM teachers and networking opportunities for current and future teachers. The investigators will take a comprehensive approach to restructure the STEM secondary education program at Augustana College to implement initiatives that feature two main components: (1) the recruitment and support of a diverse pool of talented high school and community college students with an interest in becoming high school science and mathematics teachers and (2) the development and inclusion of an innovative interdisciplinary STEM major that will allow any graduate to teach more competently across the STEM disciplines. The support component will include longitudinal mentorship and financial support throughout college training and into the professional classroom, and will also include the creation of STEM Teachers' Network to serve as a mentorship and professional development entity for both current and future teachers. The interdisciplinary program will include significant coursework spanning the STEM fields of biology, chemistry, mathematics, and physics as well as a STEM disciplinary emphasis area in one of these fields. A critical aspect of student academic training in this program will be the inclusion of cultural competence for teachers to enhance a teacher's ability to navigate a diverse cultural landscape with empathy and introspection, and to evaluate and interpret cultural encounters with students, to lead to a better understanding of both verbal and non-verbal communication in a learning context. As part of this Robert Noyce Capacity Building project, the Project Team will begin the process of addressing data needs and conducting research on how cultural competency training for pre-service STEM teachers influence teaching and learning outcomes in the high school classroom, especially for rural areas and areas with diverse populations.