An Asset Model Approach for Building Capacity in a Rural Region for the Recruitment, Mentoring, and Licensing of Math and Science Preservice Teachers

该项目旨在满足国家对培养高素质STEM数学和科学教师的需求。该项目旨在建立一条从高中到科学或数学教师认证的途径，重点是农村地区的学生。该项目将通过实施基于资产的方法来服务于国家利益和Noyce计划的意图，该方法基于农村社区在招聘和指导学生方面的优势，以填补STEM教学中急需的职位。对该项目具有重要意义的是确定如何利用农村地区的独特优势为从高中到STEM教师资格认证的学生创造一条途径。这一点很重要，因为全国各地的农村地区都在努力招聘和留住高素质的STEM教师。该项目建议既利用当地社区的优势，又采取一系列步骤，建立一条招募、指导STEM学生并为教师认证做好准备的途径。这包括与当地社区合作，新调整的两年制大学分校主要服务于低收入家庭的学生，以及高中生对数学和科学的热情。该项目有可能提供一种不同的、更直接的招生方法的有用信息，以及如何创建一条从高中到STEM教师认证的途径，以满足对更高质量的科学和数学教师的需求。威斯康星大学普拉特维尔分校的这一能力建设项目是与其两个两年制分校，威斯康星大学普拉特维尔分校和里士满大学普拉特维尔分校合作开展的。该项目的总体目标是创建一个“自己成长”计划，旨在招募有前途的高中高年级学生，然后在他们成为高素质的高中STEM教育者的道路上提供创新的、持续的支持。该项目将通过建立伙伴关系、创建以队列为中心的指导计划以及系统地收集和分析数据来实现这一点。该项目的智力优势包括使用资产模型方法来利用农村社区在招募和支持寻求教育许可证的STEM学生方面的优势。该项目的更广泛影响将为其他机构，特别是那些处于充满活力的高等教育系统中的机构提供必要的步骤，以创造一条途径，使农村学生能够轻松地从高中过渡到两年制院校，再过渡到四年制院校，然后进入课堂，成为高素质、有执照的科学或数学教师。将通过审查拟议的能力建设办法的有效性来评价这项工作，该办法导致制定并提交一份未来的诺伊斯提案。调查结果将通过已建立的区域和国家网络传播，重点是提高科学和数学K-12教师的素质。该能力建设项目由罗伯特·诺伊斯教师奖学金计划(NOYCE)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12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、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 serve the national need of producing high quality STEM math and science teachers. This project intends to build capacity to create a pathway from high school to science or mathematics teacher certification with a focus on students in rural locales. This project will serve national interest and the Noyce program’s intent through implementing an asset-based approach that builds upon the strengths of a rural community in the recruitment and mentoring of students to fill much needed positions in STEM teaching. Significant to this project is the identification of how the unique strengths of a rural region can be leveraged to create a pathway for students from high school to STEM teacher licensure. This is important because rural regions across the nation are struggling with recruiting and retaining high quality STEM teachers. This project proposes to both capitalize on the strengths of the local community and to implement a series of steps towards the creation of a pathway to recruit, mentor, and prepare STEM students for teacher certification. This includes working with the local community, the newly aligned two-year college branch campuses that tend to serve primarily low-income students, and high school students’ own enthusiasm for mathematics and science. This project has the potential to provide useful information on a different, more direct approach for recruiting students along with how to create a pathway from high school to STEM teacher certification to address the need for more high-quality science and mathematics teachers. This Capacity Building project at the University of Wisconsin-Platteville, a comprehensive public institution, is in partnership with its two 2-year branch campuses, UW-Platteville Baraboo Sauk County and UW-Platteville Richmond. The project’s overarching goal is to create a “grow-your-own” program, designed to recruit promising high school seniors, and to then provide innovative, continual support as they travel on the path to becoming highly-qualified high school STEM educators. The project will achieve this by building partnerships, creating a cohort-centered mentoring program, and systematically gathering and analyzing data. The project’s intellectual merit includes the use of an asset model approach to leverage the strengths of a rural community in the recruiting and supporting of STEM students seeking education licensing. The project’s broader impacts will provide other institutions, particularly those in a dynamic post-secondary state system, the steps necessary for creating a pathway that eases rural students’ transition from high school, to a two-year institution, to a four-year institution, then to the classroom as high-quality, licensed science or mathematics teachers. The work will be evaluated by examining the effectiveness of the proposed Capacity Building approach that leads to the creation and submission of a future Noyce proposal. The findings will be disseminated through established regional and national networks focused on improving science and mathematics K-12 teachers. 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 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.