Cultivating a Community of Next Generation Science and Mathematics Teachers

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，该项目解决了国家日益增长的招聘和培养中学STEM教师的需求，同时也为新教师提供了所需的支持，以确保他们继续从事教学工作。 数据显示，北达科他州的需求迫切。 该州的城市中心和农村地区的人口都在快速增长，导致对学校所需的合格STEM教师供应的需求增加。 此外，59%的北达科他州学校被列为标题I，需要特殊资源，以满足低收入和风险儿童的需求。最后，州教育标准和实践委员会宣布，除小学和体育外的所有内容领域都是严重短缺领域。该项目是北达科他州州立大学（NDSU）和东南教育合作组织40多个学区之间的合作项目。 作为第二阶段奖学金和津贴项目，它将应用在第一阶段诺伊斯项目中学到的知识，继续招聘并指导保留有才华的STEM学生进入北达科他州以及明尼苏达州和南达科他州相邻地区的高需求中学，特别是农村和部落环境。第一阶段的成功项目资助了27名学生。 该项目第二阶段将培养36名新教师。 对第一阶段项目的评价提供了为当前项目的设计和开发提供信息的知识。 根据所了解的情况，项目PI团队将在学生学术生涯的早期招募学生，通过提供资金购买教室用品来支持新的在职教师，并为相距遥远的新教师提供在线辅导。 招聘工作将包括带薪，全职夏季和兼职学年实习，让新生和学生有机会探索，并鼓励他们选择中学STEM教学作为职业。项目评估将使用调查、访谈、文件分析和观察来评估教师候选人并评估项目的成功。 所学到的知识将为全国各地方案中的在职教师和在职教师的招聘和支持提供信息。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, this project addresses the Nation's growing need to recruit and prepare secondary STEM teachers, but also to provide new teachers with the support that they need to ensure that they remain in the teaching profession. The data show compelling needs in the State of North Dakota. Both urban centers and rural areas of the state are increasing their populations at rates resulting in increased demands on the supply of qualified STEM teachers that are needed for the schools. In addition, 59% of North Dakota Schools are classified as Title I, requiring special resources to meet the needs of low-income and at-risk children. Finally, the state Educational Standards and Practices Board has declared all content areas except elementary and physical education as critical shortage areas.This project is a partnership among North Dakota State University (NDSU) and over 40 school districts of the South East Educational Cooperative. As a Phase II Scholarship and Stipend project, it will apply what was learned during the Phase I Noyce project to continue the recruitment plus mentored retention of talented STEM students into high needs secondary schools within North Dakota and adjacent regions of Minnesota and South Dakota, especially rural and tribal settings. The successful Phase I project supported 27 students. This Phase II project will prepare 36 new teachers. The evaluation of the Phase I project provided knowledge that informed the design and development of the current project. Based on what was learned, the project PI team will recruit students earlier in their academic careers, supporting new inservice teachers by providing funds to purchase classroom supplies, and implementing on-line mentoring for new teachers separated by great distances. Recruitment efforts will include paid, full-time summer and part-time academic year internships to allow freshmen and sophomores opportunities to explore and to encourage them to opt for secondary STEM teaching as a career. Project evaluation will use surveys, interviews, document analysis, and observation to assess teacher candidates and to evaluate the success of the project. The knowledge learned will inform the recruitment and support in preservice and inservice teachers in programs across the country.