Creating a Minor in Education as a Pathway for Science, Math, or Computer Science Majors to Obtain Teaching Licensure

该项目旨在服务于国家为高需求的中学培养高效的科学、数学和计算机教师的需要。它将通过为STEM专业创建一条获得教学执照的新途径来做到这一点。这个项目的重要意义在于认识到，许多学生在开始上大学时并不知道他们的长期职业抱负。这个项目旨在为那些决定在大学后期成为教师的学生奠定基础，使他们能够成功地获得教学认证，而不需要花费大量的额外时间来获得学位。除了向主要调查人员提供他们可以用来创建和提交Noyce提案的信息外，这个能力建设项目还可能产生信息，以鼓励威斯康星州和全国各地的类似努力。该项目是圣诺伯特学院和东北威斯康星技术学校(NWTS)的合作项目，圣诺伯特学院是一所四年制私立天主教文理学院，而东北威斯康星州技术学校是一所两年制公立大学，为学生在科学和技术领域的职业生涯做准备。该项目的目标包括：(1)为地质学、物理、数学、计算机科学、环境科学或化学专业的学生提供获得威斯康星州教育执照的本科辅修学位的途径；(2)满足许可要求的普通教育入门课程，具有以教学为重点的实地经验；(3)与NWTS建立强有力的合作伙伴关系，从而将学生转移到圣诺伯特学院；以及(4)加强社区合作伙伴关系，以增加合格的STEM教师的数量。这一能力建设项目建议从西北工业大学开始，为STEM专业学生建立一条教学途径。除了在教育中创建一个未成年人，该项目的智力优势还包括创建一个满足一般教育要求的班级，提供获得执照所需的青少年发展基础知识，并为学生提供广泛的实习经验，帮助他们辨别STEM教学是否是合适的职业轨迹。该项目的更广泛影响包括创建一种可供其他机构采用的模式，目的是提供进入STEM教育经验的低风险入口。将通过采用定性和定量方法的有针对性、形成性和终结性评价来评价这项工作。将通过国家、地方和区域渠道为具有类似许可证要求的机构传播工作。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。

This project aims to serve the national need of preparing highly effective science, math, and computer science teachers for high need middle and secondary schools. It will do this through creation of a new pathway toward teaching licensure for STEM majors. Significant to this project is the realization that many students do not begin college knowing their long-term career aspirations. This project intends to lay the foundation to enable students who decide to become teachers later in their college years to successfully pursue teaching certification without significant additional time to degree. In addition to providing the principal investigators with information they can use to create and submit a Noyce proposal, this Capacity Building project may yield information to encourage similar efforts across Wisconsin and the nation. This project is a partnership between St. Norbert’s College, a four-year private Catholic Liberal Arts College, and Northeast Wisconsin Technical School (NWTS), a two-year public college that prepares students for careers in science and technology. The project goals include development of: (1) a pathway for geology, physics, mathematics, computer science, environmental science or chemistry majors to obtain an undergraduate minor leading to Wisconsin state education licensure; (2) a general education introductory course that satisfies licensing requirements, with a teaching-focused field experience; (3) a strong partnership with NWTS leading to transfer students matriculating to St. Norbert's College; and (4) strengthening community partnerships to increase the number of qualified STEM teachers. This Capacity Building project proposes to build a pathway to teaching for STEM majors starting at NWTS. In addition to creating a minor in education, the project’s intellectual merit includes the creation of a single class that satisfies general education requirements, provides foundational knowledge on adolescent development requisite for licensure, and provides students with an extensive internship experience to aid them in discerning if STEM teaching is an appropriate career trajectory. The project’s broader impacts include the creation of a model that can be adopted by other institutions for the purpose of providing a low-risk entrance into STEM education experiences. The work will be evaluated through targeted formative and summative evaluation that involves qualitative and quantitative approaches. Work will be disseminated through national, local and regional channels for institutions with similar licensure requirements. 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.