STEM Teacher Pathways Capacity Building Project

Lewis & Clark Noyce STEM 教师途径能力建设项目将波特兰地区四所机构的优势集中在罗伯特·诺伊斯教师奖学金计划的使命上，即鼓励有才华的科学、技术、工程和数学 (STEM) 专业的学生成为 K-12 STEM 教师。 旨在培养 STEM 领域准备充分的教师的强有力的学位项目是国家的优先事项，它支持科学进步、国家卫生举措的推进以及日益技术化的经济中国家的整体繁荣。此外，招募和准备一支多元化的 K-12 教师队伍，向日益多元化的学生群体教授科学和数学，对于改善 STEM 教育至关重要，同时鼓励和支持更多来自代表性不足的少数群体 (URM) 的女性和学生追求科学专业和职业。正如在全国范围内观察到的那样，社区大学为 STEM 职业提供了越来越重要的切入点。 与本科文理学院、教育研究生院、当地社区学院和大型城市学区合作开发 STEM 教师招聘、准备和入职模式，是解决全国准备充分的 STEM 教师短缺问题的重要一步，特别是那些来自目前 STEM 领域代表性不足的群体的教师。该模型结合了奖学金支持、严谨的学术课程和基于实验室的 STEM 研究机会、有意义且受支持的早期课堂体验，以及在教师准备和早期职业生涯的各个阶段提供指导，确保未来的 STEM 教师拥有在当今多元化课堂中取得成功所需的内容知识和教学技能。该项目是刘易斯克拉克学院艺术与科学学院 (LC CAS)、教育与咨询研究生院 (LC GSEC)、波特兰社区学院 (PCC) 和波特兰公立学校 (PPS) 之间的合作伙伴关系，旨在构建 STEM 教师衔接计划框架并设计奖学金模式，最终每年将在 LC GSEC 教学艺术硕士 (MAT) 计划中聘请四到五名额外的 STEM 职前教师。在该能力建设项目结束时，将制定一项计划，用于招募、准备和引进更加多元化的 STEM 教师队伍。该计划的主要特点包括： 允许将学分从 PCC 无缝转移到 LC CAS 的衔接协议；为 PCC 转学生以及其他 STEM 教师候选人提供奖学金的情况； LC CAS 本科生有机会与 STEM 教师一起进行研究，并接受 LC GSEC STEM 教师候选人的指导；以及旨在为新 STEM 教师开始教学后提供支持的入职和指导计划。这些功能创造了一条途径，将增加完成 STEM 教师教育 MAT 并被当地和其他学校聘用和保留为教师的候选人的数量和多样性。 该项目将招收生物学、生物化学、化学、计算机科学、数学、环境研究、数学和物理专业的学生。 最终，该计划应该会增加来自不同背景的 STEM 教师的招聘和保留，提高学生的成功率，并在理想情况下建立一个人人享有科学素养的社会。

The Lewis & Clark Noyce STEM Teacher Pathways Capacity Building Project focuses the strengths of four Portland-area institutions on the Robert Noyce Teacher Scholarship Program's mission to encourage talented science, technology, engineering, and mathematics (STEM) majors to become K-12 STEM teachers. Robust degree programs aimed at producing well-prepared teachers in STEM fields are a national priority that underpin progress in science, the advancement of national health initiatives, and overall national prosperity in an increasingly technical economy. Furthermore, recruiting and preparing a diverse workforce of K-12 teachers to teach science and math to an increasingly diverse group of students is crucial to improving STEM education while encouraging and supporting more women and students from underrepresented minority groups (URM) to pursue majors and careers in the sciences. As has been observed nationally, community colleges provide an increasingly important entry point to STEM careers. Developing a STEM teacher recruitment, preparation, and induction model with collaboration between an undergraduate liberal arts college, a graduate school of education, a local community college, and a large urban school district is an important step in addressing the national shortage of well-prepared STEM teachers, particularly those that come from groups currently underrepresented in STEM fields. The model ensures that future STEM teachers have the content knowledge and pedagogical skills needed to succeed in today's diverse classrooms using a combination of scholarship support, rigorous academic courses and lab-based STEM research opportunities, meaningful and supported early classroom experiences, and mentoring at all points of their preparation and early careers as teachers. The project is a partnership between Lewis & Clark College's College of Arts and Sciences (LC CAS), and Graduate School of Education and Counseling (LC GSEC), Portland Community College (PCC), and Portland Public Schools (PPS) and aims to build the framework for a STEM Teacher Pathways Program and design a scholarship model that will eventually engage four to five additional STEM preservice teachers per year in the LC GSEC Master of Arts in Teaching (MAT) program. At the conclusion of this Capacity Building project, a plan will have been developed for the recruitment, preparation, and induction of a more diverse cohort of STEM teachers. Key features of the plan include: an articulation agreement that allows for the seamless transfer of credits from PCC to LC CAS; the availability of scholarships for PCC transfer students as well as other STEM teacher candidates; opportunities for LC CAS undergraduate students to conduct research with STEM faculty, and to be mentored by LC GSEC STEM teacher candidates; and an induction and mentoring plan designed to support new STEM teachers once they begin teaching. These features create a pathway that will increase the number and diversity of candidates who complete an MAT in STEM Teacher Education and are hired and retained as teachers in local and other schools. This program will draw from students majoring in Biology, Biochemistry, Chemistry, Computer Science, Mathematics, Environmental Studies, Mathematics, and Physics. Ultimately, this program should lead to increased recruitment and retention of STEM teachers from diverse backgrounds, increased success for their students, and, ideally, a society of scientific literacy for all.