Husky STEM Teacher Scholars: Creating New pathways and Broadening Participation in Mathematics and Science Teaching

该项目旨在增加高质量的数学、化学和物理教师的数量，他们可以在高需求、多样化的学校解决学生的学习问题。这一目标既具有国家意义，也具有地方意义。例如，为了满足当地对STEM教师的需求，数据表明，该大学需要将其培养的STEM教师数量增加两倍。该项目旨在通过开发一种可复制的模式，通过一个完善的学习助理计划招收学生，并在教师候选人开始STEM教学生涯时为他们提供支持，从而帮助解决这一需求。重点领域将是招收来自不同文化背景的STEM专业学生，包括在两年制院校接受高等教育的学生。该项目旨在通过让学生参与STEM外展活动，并开发一种有效地让两年制大学教师和P-12教师参与STEM教师招聘、准备和支持的模式，改善教师候选人的实地经验。该项目旨在生成有关推广结果和P-12教师关系的数据。它还打算记录作为学习助理和学习助理领导者对教师候选人在课堂上的有效性的影响。该项目的总体目标是增加明尼苏达州获得STEM教学执照的学生的数量和多样性。圣克劳德州立大学的这个项目包括与安诺卡拉姆齐社区学院、圣克劳德技术和社区学院以及圣克劳德地区学区的合作。该项目预计在该奖项的五年内支持24名数学、化学或物理专业的本科生。项目有六个目标：1)通过参与外展和学习助理经验，通过相关的联合教学领域组成部分和文化能力研讨会，在两年制和四年制大学招募STEM专业的学生成为STEM教师；2)利用早期P-12 STEM拓展机会，在不同的高需求环境中进行实地实习，以及学习助理计划，创建一个管道；3)在大学生、教师和教师之间建立牢固的关系，将职前准备与STEM领域的最佳实践和文化相关教学法联系起来；4)让诺伊斯学者参与研究体验，反映参与者在前三年教学期间从大学获得的入职支持；5)实施一项项目评估，将最佳实践、学习助理项目参与、文化能力研讨会和行动研究等相关的有针对性的外展活动作为学者前三年教学效果评估的一部分；6)试点一项可扩展的STEM教师教育计划，其中包括有意支持高需求地区的教学。将研究职前教师的文化能力培训，以及与导师有针对性的实地经验，如何影响中学数学、化学和物理课堂的教学成果，特别是在城市学校和学生群体多样化的地区。本项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）资助。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。

The project aims to increase the number of high-quality mathematics, chemistry and physics teachers who can address student learning in high-need, diverse schools. This goal has both national and local relevance. For example, to meet local needs for STEM teachers, data indicates that the University will need to triple the number of STEM teachers it produces. This project intends to help address this need by developing a replicable model for recruiting students via a well-established learning assistant program and supporting teacher candidates as they begin STEM teaching careers. An area of emphasis will be to recruit STEM majors from diverse cultural backgrounds, including students who begin higher education at two-year institutions. This project aims to improve field experiences for teacher candidates by engaging students in STEM outreach activities and developing a model for effectively involving two-year institution faculty and P-12 teachers in STEM teacher recruitment, preparation, and support. The project intends to generate data about outreach results and relationships with P-12 teachers. It intends also to document the impact of serving as a Learning Assistant and Learning Assistant leader on teacher candidates’ effectiveness in the classroom. The overall project goal is to increase the number and diversity of students obtaining STEM teaching licensure in Minnesota. This project at St. Cloud State University includes partnerships with Anoka Ramsey Community College, St. Cloud Technical and Community College, and the St. Cloud Area School District. The project anticipates supporting 24 undergraduate mathematics, chemistry, or physics majors over the five years of the award. There are six project goals: 1) to recruit STEM majors at two- and four-year institutions to become STEM teachers via participation in outreach and the learning assistant experience with a related co-teaching field component and cultural competency seminar; 2) to create a pipeline using early P-12 STEM outreach opportunities, field placement in diverse high-needs settings, and the learning assistant program; 3) to build a strong relationship among college students, faculty, and teachers, that link pre-service preparation with field-based best practices in STEM and culturally relevant pedagogy 4) to engage Noyce Scholars in a research experience mirroring the induction support that participants receive from the University during the first three years of teaching; 5) to implement a project evaluation regarding targeted outreach linked to best practices, learning assistant program participation, cultural competency seminar, and action research as part of assessment of teacher effectiveness during the Scholars’ first three years of teaching; and 6) to pilot a scalable STEM teacher education program that includes intentional support for teaching in high-needs districts. Research will be conducted on how cultural competency training for pre-service teachers, together with targeted field experiences with mentor teachers, influences teaching and learning outcomes in secondary Mathematics, Chemistry and Physics classrooms, especially for urban schools and areas with diverse student populations. This Track 1 Scholarships and Stipends collaborative 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.