Cultural Competency and Universal Design Focus in Preparing STEM Teachers

在NSF Robert Noyce教师奖学金计划的支持下，该项目旨在为高质量STEM教学的国家利益服务。 该项目专门针对国家和地方缺乏合格和合格的中学数学和科学教师的问题。 该项目有两个主要目标。 一是通过增加成功完成这些专业教师执照的STEM专业学生的数量来增加化学，生命科学和数学中学教师的数量。 第二是提高诺伊斯学者作为教育工作者和教师领导者在高需求教室的有效性。 除了他们的课程，诺伊斯学者将参加不同的领域经验，从干和教育教师的指导，以及专业发展活动。 这些诺伊斯学者预计将通过参与以通用学习设计和文化支持教学法为重点的课程，使自己有别于其他教师。该项目旨在培养30名中学数学或科学教师，他们配备了基于通用学习设计原则和文化能力的教学法。 主修数学或科学的本科生将获得教师证书和STEM学位（由俄亥俄州多米尼加大学负责学术事务的副教务长授权）。 这些学生将在大三开始获得长达两年的诺伊斯财政支持。 已经在STEM领域获得学士学位并希望获得教师认证的学生将获得一年的支持。 学者们将准备通过接触到文化上可持续的教学法和通用学习设计的原则，与不同文化和能力水平的学生合作。 该大学与当地高需求学区，西南城市学校和白厅城市学校建立了伙伴关系，以确保实地经验，使学者能够应用通用设计学习原则和文化支持教学法实践。 本研究将探讨学习通用设计与文化能力教学对学者型教师自我效能感的影响。 它还将研究方法课程的变化对学生教学技能的影响，以及在什么阶段这些干预措施对教师效率的影响最大。 高需求学校中高素质STEM教育工作者的增加有可能对整个大哥伦布地区产生积极影响。 有关该项目的出版物和演示文稿将提供有关装备职前STEM教师使用通用设计学习和文化支持教学法的潜在好处的见解。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the NSF Robert Noyce Teacher Scholarship Program, this Track 1 Scholarships and Stipends project aims to serve the national interest in high-quality STEM teaching. This project specifically responds to a national and local shortage in qualified and certified secondary mathematics and science teachers. This project has two main goals. One is to increase the number of chemistry, life science, and mathematics secondary teachers by increasing the number of STEM majors who successfully complete teacher licensure in these majors. The second is to increase the effectiveness of Noyce Scholars as educators and teacher leaders in high-need classrooms. In addition to their coursework, Noyce Scholars will participate in diverse field experiences, mentoring from STEM and education faculty, and professional development activities. It is expected that these Noyce Scholars will distinguish themselves from other teachers through engagement in a curriculum focused on Universal Design for Learning and culturally sustaining pedagogy.The project aims to produce 30 secondary mathematics or science teachers who are equipped with pedagogies based in Universal Design for Learning principles and cultural competency. Undergraduate students majoring in mathematics or science will earn both a teacher certification and a STEM degree (as warranted by the Ohio Dominican University's Vice-Provost for Academic Affairs). These students will receive up to two years of Noyce financial support beginning in their junior year. Students who have already achieved a baccalaureate degree in a STEM field and wish to pursue teacher certification will receive one year of support. Scholars will be prepared to work with students across different cultures and ability levels through exposure to culturally sustaining pedagogy and the tenets of Universal Design for Learning. The University has cultivated partnerships with local high-need school districts, South-Western City Schools and Whitehall City Schools, to ensure field experiences that allow Scholars to apply Universal Design for Learning principles and cultural sustaining pedagogy practices. This project will investigate the impact of Universal Design for Learning and cultural competency instruction on Scholars' teacher self-efficacy. It will also examine the impact of changes in methods courses on student teaching skills and at what stage these interventions have the most impact on teacher effectiveness. An increase in highly qualified STEM educators in high-need schools has the potential to positively affect the entire greater Columbus area. Publications and presentations about the project will provide insights about the potential benefits of equipping pre-service STEM teachers to use Universal Design for Learning and cultural sustaining pedagogy. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.