Improving Pathways for STEM Teacher Certification

本项目旨在满足国家培养高素质科学和数学教师的需要。鉴于具有适当培训或证书的教师严重短缺，全国范围内对高质量STEM教师的需求强劲。在地方和全国范围内，教师教育项目的入学率下降加剧了这一问题。在这个Noyce能力建设项目中，一个由STEM和教育教师组成的团队将收集数据并制定计划，以增加将教学作为职业的STEM专业学生的数量，他们决定从事STEM教学，并完成科学和数学教师执照的要求。该项目的预期成果包括精简课程路径、积极招聘和指导策略，以及建立一个由学生和教师组成的积极参与的教师培训社区。巴克内尔大学的这个项目包括与宾夕法尼亚州中部农村地区的学校合作，包括战士跑步、米尔顿和米夫林堡学区。该项目有三个目标：1)为STEM和教育专业创建和协调精简的课程路径，包括开发暑期课程，让学生最迟在大二的春季开始攻读生物、化学、数学和物理的执照；2)向一年级和二年级的STEM学生宣传该项目，同时提供综合指导和学术建议；3)建立一个支持STEM教师教育的社区，特别关注教师合作和与地区学区的合作。拟议的工作的智力价值包括它对可能阻止学生将教学视为职业的障碍的分析，这些障碍既有结构性的，也有可感知的。拟议工作的更广泛影响包括方案修订，这些修订有可能增加高素质STEM教师的储备，并使农村高需求地区的当地教师和学生受益。作为能力建设工作的一部分，将收集评价战略和初步数据，并在校园以及区域和国家会议上介绍结果。该能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。Noyce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，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。

This project aims to serve the national need for preparing high-quality science and mathematics teachers. Given the significant shortage of teachers with appropriate training or credentials, there is a strong demand nationwide for high quality STEM teachers. Declining enrollments in teacher education programs, both locally and nationwide, exacerbate this problem. In this Noyce Capacity Building project, a team of STEM and Education faculty members will collect data and develop a plan to increase the number of STEM majors who explore teaching as a career, who decide to pursue STEM teaching, and who complete the requirements for teacher licensure in science and mathematics. Anticipated outcomes of this project include streamlined curricular pathways, proactive recruiting and mentoring strategies, and development of an engaged teacher training community of students and faculty.This project at Bucknell University includes partnerships with regional schools in rural, central Pennsylvania, including the Warrior Run, Milton, and Mifflinburg School Districts. There are three project goals: 1) Creating and coordinating streamlined curricular pathways for both STEM and education majors, including development of summer courses, to allow students to begin pursuing licensure in biology, chemistry, mathematics, and physics, as late as the spring of their sophomore year; 2) Advertising the program to first- and second-year STEM students while providing integrated mentoring and academic advising; 3) Developing a supportive community for STEM teacher education, with specific focus on faculty collaboration and partnering with area school districts. The intellectual merit of the proposed work includes its analysis of the barriers, both structural and perceived, that might be keeping students from considering teaching as a profession. Broader impacts of the proposed work include programmatic revisions that have the potential to increase the pipeline of highly qualified STEM teachers and benefit local teachers and students in rural, high-need districts. Evaluation strategies and preliminary data will be collected as part of this capacity building effort, with outcomes presented both on campus and at regional and national conferences. 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.