Urban Teacher Partnership for Culturally Relevant STEM Education

在罗伯特·诺伊斯教师奖学金计划的支持下，这个轨道1：奖学金和津贴项目旨在满足国家在高需求学区增加高素质，文化敏感的中学STEM教师数量的需求。全国各地的城市地区都在努力招聘和留住教师，特别是在STEM内容领域。这个诺伊斯项目将为本科STEM学生提供整个学位课程的补充研究机会，以扩大他们作为教育工作者的技能。其他项目亮点包括与教育研究学者驻校研讨会，以及诺伊斯学者一旦成为教师的专业发展。 这些支持将通过培训教师来补充，以了解文化对学生学习的影响。 该培训将作为一项研究的一部分进行分析，该研究旨在开发一种改善高需求城市学区教学的模式。该项目的四个目标包括：（1）招募18名STEM专业的学生成为诺伊斯学者;（2）在诺伊斯计划完成后，将诺伊斯学者留在高需求学区;（3）在诺伊斯计划完成后，将诺伊斯学者留在高需求学区。（3）准备诺伊斯学者在他们的STEM教学有效地实施文化相关的做法;（4）制度化的补充（非奖学金）项目组成部分。项目活动和支持将跨越五年的项目，从每个学者的大三开始，并通过在教学的第一年的诱导支持继续。为了扩大该项目的影响，领导团队将研究文化相关培训与教师保留之间的相关性，因为学者毕业并成为高需求学区的STEM教师。因此，该项目的成果将有助于确定可复制的学术经验和基于证据的模式，以成功地与其他机构分享STEM教师教育。反过来，该项目有可能影响全国城市高需求地区的教师教育和保留。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12数学和科学教师，以及经验丰富的模范K-12 STEM教师成为STEM大师。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 Robert Noyce Teacher Scholarship Program, this Track 1: Scholarships and Stipends project aims to serve the national need of increasing the number of highly qualified, culturally-responsive secondary STEM teachers in high-need school districts. Urban areas across the nation struggle with recruitment and retention of teachers, particularly for STEM content areas. This Noyce project will offer undergraduate STEM students supplementary research opportunities throughout their degree program to expand their skill set as educators. Other project highlights include seminars with an Educational Studies Scholar-In-Residence, as well as professional development for Noyce scholars once they are teachers. These supports will be supplemented by training teachers to understand the impact of culture on student learning. This training will be analyzed as part of a research study that was designed to develop a model for improving teaching in high-need urban school districts.The four project goals include: (1) recruiting 18 STEM majors to become Noyce scholars; (2) retaining Noyce scholars in high-need school districts after completion of the Noyce program; (3) preparing Noyce scholars to effectively implement culturally relevant practices in their STEM instruction; and (4) institutionalizing the supplemental (non-scholarship) project components. Project activities and supports will span the five-year project, beginning in each scholar's junior year and continuing through induction supports in the first years of teaching. To broaden the project's impact, the leadership team will research the correlation between culturally-relevant training and teacher retention as the scholars graduate and become STEM teachers in high-need school districts. Thus, the project's outcomes will contribute to identifying replicable academic experiences and evidence-based models for successful STEM teacher education that can be shared with other institutions. In turn, the project has the potential to influence teacher education and retention for urban, high-need districts nationwide. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 mathematics and science teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. 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.