Exploring Partnerships to Build Trajectories into STEM Teaching Professions

该项目旨在满足国家对高效数学和科学教师的需求。 为了实现这一目标，它将进行为期一年的规划/能力建设进程，为教师教育方案奠定基础。中学，特别是那些在高度优先地区，努力填补数学和科学每年的空缺。该项目将研究菲斯克大学本科STEM学生对教学作为一种可行的职业选择的看法。 它还将探索潜在的经验，可以支持学生招聘和成功的教师，并制定一个轨迹到教学专业。为了增加STEM教师的数量，该项目打算在菲斯克大学的学生、纳什维尔大都会公立学校的经验和范德比尔特大学的中学教育计划之间建立桥梁。菲斯克大学是一所历史悠久的黑人学院和大学，该项目旨在加强与纳什维尔大都会公立学校数学和科学教师的现有合作关系（高需求学区），与纳什维尔州立社区学院，并与现有的诺伊斯研究生教学研究员计划在范德比尔特大学。该项目的总体目标是建立所需的知识，社区和伙伴关系，以增加菲斯克大学STEM教学招收的学生数量。该提案旨在开发体验式课程和指导，以支持STEM专业的招聘和成功准备，以获得中学STEM教学许可。 菲斯克大学在这项工作中的领导作用将有助于扩大STEM教学的参与。 该项目旨在开发一种教师准备模式，将STEM掌握与卓越教学相结合，包括为使用充满社会正义的教学法做准备。形成性评估将为地面决策提供数据，并改善计划的发展。 总结性评估将检查项目目标实现的程度，包括菲斯克大学STEM中学教师计划的发展。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。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。

This project aims to contribute to the national need for highly effective mathematics and science teachers. Toward this goal, it will engage in a one-year planning/capacity building process to build the foundation for a teacher education program. Secondary schools, particularly those in high-priority districts, struggle to fill math and science vacancies every year. This project will examine the perceptions of undergraduate STEM students at Fisk University about teaching as a viable career option. It will also explore potential experiences that could support student recruitment and success as teachers and develop a trajectory into the teaching profession. In seeking to expand the number of STEM teachers, the project intends to build bridges between Fisk University students, experiences in Metropolitan Nashville Public Schools, and the secondary education program at Vanderbilt University.This project at Fisk University, a Historically Black College and University, aims to strengthen existing partnerships with math and science teachers in Metropolitan Nashville Public Schools (a high-need school district), with Nashville State Community College, and with an existing Noyce Graduate Teaching Fellows program at Vanderbilt University. The overall project goal is to build the knowledge, community, and partnerships needed to increase the number of students recruited into STEM teaching at Fisk University. The proposal aims to develop an experiential curriculum and mentoring that will support recruitment and successful preparation of STEM majors to become licensed in secondary STEM teaching. Fisk University’s leadership in this work will help broaden participation in STEM teaching. This project intends to develop a model for teacher preparation that combines STEM mastery with teaching excellence, including preparation for using pedagogies infused with social justice. Formative evaluation will provide data to ground decision making and to improve development of the program. The summative evaluation will examine the degree to which project goals are achieved, including development of a STEM secondary teacher program at Fisk University. This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). 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.