Developing a Noyce Teacher Education Community of Practice to Broaden Participation and Build Capacity of Minority-serving Institutions in STEM

在Robert Noyce教师奖学金计划（Noyce）的支持下，由少数民族优质教育（QEM）网络主办的这次研讨会旨在满足国家增加STEM教师队伍多样性的需求。通过这一努力，该项目将服务于一个长期目标，即提高有色人种学生在K-12数学和科学课程、本科STEM专业和STEM劳动力中的代表性。相对于美国幼儿园到十二年级学生的构成，目前的教师队伍缺乏种族和性别多样性。少数民族服务机构有潜力培养大量来自不同背景的教师。通过诺伊斯的支持，MSI有可能为STEM本科生提供激励，以追求K-12教学生涯。QEM网络将通过组织学习，分三个阶段实现以下目标：（1）启动阶段-每年举办一次网络研讨会（超过两年）针对来自100个MSIs的大约500名潜在的PI和管理人员，讨论机构和个人准备好准备一个有竞争力的Noyce提案以及MSIs的社会和公民责任，以促进STEM教学的多样性;（2）参与阶段-每年为MSI教职员工提供一次研讨会（超过两年），将Noyce提案想法与STEM教学多样性的更大社会需求联系起来;以及（3）维护阶段-提供持续定制的研讨会后指导，重点是提高参与者完成和提交竞争性Noyce提案的能力，并加强STEM教学多样性的社会需求。该项目将协助开发工具，帮助MSIs竞争必要的资源，为STEM教育学生提供可衡量的资源，使他们的学生能够成为为我们国家做出重要贡献的STEM教师。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 STEM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知识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 (Noyce), this workshop hosted by the Quality Education for Minorities (QEM) Network aims to serve the national need of increasing the diversity of the STEM teacher workforce. Through this effort, the project will serve a long-term goal of improving the representation of students of color in K-12 mathematics and science coursework, undergraduate STEM majors, and the STEM workforce. Relative to the composition of kindergarten through twelfth grade students in the United States, the current teaching force lacks racial and gender diversity. Minority Serving Institutions (MSIs) have the potential to produce significant numbers of teachers from diverse backgrounds. Through Noyce support, MSIs have the potential to offer incentives for STEM undergraduates to pursue K-12 teaching careers. The QEM Network will use organizational learning to meet the following objectives in three phases: (1) Initiation Phase - Conduct one webinar per year (over two years) targeting approximately 500 potential PIs and administrators from 100 MSIs to discuss institutional and individual readiness for preparing a competitive Noyce proposal and the social and civic responsibility of MSIs to advance diversity in STEM teaching; (2) Engagement Phase - Provide one workshop per year (over two years) for MSI faculty members to connect Noyce proposal ideas to larger societal needs for diversity in STEM teaching; and (3) Maintenance Phase - Provide ongoing tailored post-workshop guidance focused on enhancing participants' ability to complete and submit competitive Noyce proposals and reinforce societal needs for diversity in STEM teaching. This project will assist with developing tools that help MSIs to compete for the resources necessary to provide measurable resources to their STEM education students, so that their students can become STEM teachers who make important contributions to our nation. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM 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 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.