Inclusive STEM Teaching Preparation at an Urban Commuter University

招聘和留住数学和科学教育工作者，以满足代表性不足社区的需求，对STEM渠道至关重要。这个由罗伯特·诺伊斯教师奖学金计划资助的项目将培养35名拥有经验、技能和知识的数学和科学专业的学生，他们将成为致力于在高需求的城市学校工作的高效探究式教师。除了是该州最大的教师培训机构之一，丹佛大都会州立大学(MSU Denver)为科罗拉多州最高比例的少数族裔学生提供服务，并展示了对包容性公平的坚定承诺。密歇根州立大学丹佛分校的许多学生是第一代大学生，他们经常通过多种途径进入和通过大学学习，包括来自合作伙伴和邻近机构--丹佛社区学院。助学金将作为一种工具，通过奖学金、指导和社区支持，招聘和留住合格的STEM专业的初级和高级专业的学生成为中学教师。这个Noyce项目是城市通勤大学(U-STEM)的包容性STEM教学准备工作，它建立在通过Noyce能力建设项目所做工作的基础上，将加强该大学的科学和数学许可计划，并根据其K-12和社区合作伙伴的需求为STEM的综合教学创造机会。将特别重视招收代表人数不足的学生进入STEM专业和教学渠道。密歇根州立大学丹佛分校目前与20多个大都市区学区合作；这笔赠款将用于扩大和加强这些关系，以对整个扩展的丹佛大都市区的学校和学区产生积极影响。该项目旨在通过毕业和招聘招募至少35名U-STEM学者，加强与高需求学区在满足STEM教师需求方面的合作，并为U-STEM教师建立创新的入职计划。拟议的U-STEM计划的目标和目的包括增加STEM执照计划招收和毕业的学生人数；增加STEM执照计划招收和毕业学生的多样性；使Noyce教师做好在高需求地区工作的准备；帮助地区促进STEM公平的专业发展；为在高需求地区服务的Noyce教师建立创新的入职计划；改善对在职教师的指导；以及为Noyce教师通过专业学习社区进一步学习创造机会。U-STEM将培养至少35名拥有生物、化学、环境科学、数学或物理学士学位的中学教师。研究问题与项目目标和目的相一致，重点是阐明在城市通勤大学为STEM本科生提供支持的有前途的做法，因为他们采取了各种途径成为高需求学校的教师。混合方法研究设计将产生城市背景下的教育机构、旨在使教师群体多样化的研究人员以及努力更好地为代表不足的学生服务的STEM项目感兴趣的结果。

Recruiting and retaining mathematics and science educators responsive to the needs of underrepresented communities is critical for the STEM pipeline. This project funded by the Robert Noyce Teacher Scholarship program will prepare 35 mathematics and science majors with experiences, skills, and knowledge to become highly effective inquiry-based teachers committed to working in high-need urban schools. In addition to being one of the largest teacher preparation providers in the state, Metropolitan State University of Denver (MSU Denver) serves the highest percentage of minority students in Colorado and demonstrates a strong commitment to inclusive equity. Many students at MSU Denver are first generation college students who often take multiple pathways into and through their university studies, including from partner and a neighbor institution, the Community College of Denver. Grant funding will be used as a tool for recruitment and retention of qualified junior and senior STEM majors to become secondary teachers through scholarships, guidance, and a community of support. This Noyce project, the Inclusive STEM Teaching Preparation at an Urban Commuter University (U-STEM) effort, which builds upon work done through a Noyce Capacity Building project, will strengthen the university's science and mathematics licensure programs, and create opportunities for integrated STEM teaching and learning aligned with the needs of its K-12 and community partners. Particular emphasis will be placed on recruiting underrepresented students into STEM majors and the teaching pipeline. MSU Denver currently partners with more than 20 metropolitan area school districts; this grant will be used to expand and enhance these relationships to positively impact schools and districts throughout the extended Denver metro area. The project aims to recruit and fund at least 35 U-STEM Scholars through graduation and hiring, improve collaborations with high-need school districts in meeting STEM teacher needs, and establish an innovative induction program for U-STEM Teachers. Goals and objectives for the proposed U-STEM program include increasing the number of students recruited into and graduating from STEM licensure programs; increasing the diversity of students recruited into and graduating from STEM licensure programs; preparing Noyce Teachers to work in high-need districts; assisting districts with professional development for STEM equity; establishing an innovative induction program for Noyce Teachers serving in high-need districts; improving mentoring of in-service teachers; and creating opportunities for Noyce Teachers to further their learning through professional learning communities. U-STEM will produce at least 35 new secondary teachers with baccalaureate STEM degrees in biology, chemistry, environmental science, mathematics, or physics. Research questions align with program goals and objectives, with a focus on illuminating promising practices for supporting STEM undergraduates at an urban commuter university as they take a variety of pathways to become teachers in high-need schools. A mixed method research design will yield findings of interest for educational institutions in urban contexts, researchers aiming to diversify the teaching population, and STEM programs striving to better serve underrepresented students.