Cultivating University-School-Community Partnerships to Prepare STEM Undergraduates to Teach in Urban Environments

该项目旨在通过培养和支持STEM本科生在文化多样化的城市高需求学校有效教学，解决全国城市教师短缺问题。该项目将招收18名生物、化学、物理、数学科学、精算数学、计算机科学或工程专业的本科生。这些学生将在本科STEM学位的第三和第四年获得奖学金，同时参加教师培训计划。教师培训计划将包括文化响应教学法方面的培训，并结合社区环境中的教学经验。预期这些经验将使新教师能够在当地社区的背景下应用他们的内容和教学知识。为了实现这一目标，新教师将在他们头两年的教学中通过一个入职培训项目得到支持。伍斯特理工学院的这个项目包括与社区组织合作，如伍斯特生态博物馆和伍斯特公园和娱乐部门，以及两所当地的高需求学校（伍斯特公立学校和莱明斯特公立学校）。该项目的目标是招募、培养和支持来自不同背景的STEM本科生，使他们能够在学生群体多样化的城市高需求学校成功任教。为实现这一目标而设计的项目目标是：1)改进招聘策略，以增加和多样化教师候选人群体；2)聘请具有早期教学经验的STEM教师候选人；3)在具有丰富文化多样性的当地社区中培养STEM教师候选人的文化能力；4)提供专业发展和交流机会，为项目新教师在第一年和第二年的教学提供入职支持。将通过教师候选人和导师访谈和调查收集这些培训和社区教学经验的有效性评价。将调查社区中的多个接触点，以确定其频率和剂量如何影响教师候选人的态度和对高需求学区教学的准备，这可以通过构建教学活动的电子档案和反思日志来证明，以记录和分析他们的教学路径。本项目可以深入了解利用大学-学校-社区伙伴关系为城市地区招聘、培训和留住STEM教育工作者的策略和最佳实践，同时突出提高教师对不同人群学生的有效性的实践。本项目由Robert Noyce教师奖学金项目（Noyce）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教师成为高需求学区的STEM大师教师。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 address the national urban teacher shortage by preparing and supporting STEM undergraduates to effectively teach in culturally diverse, urban, high-need schools. The project will recruit 18 undergraduates majoring in biology, chemistry, physics, mathematical science, actuarial mathematics, computer science, or engineering. These students will receive scholarships during the third and fourth year of their undergraduate STEM degree while participating in the teacher preparation program. The teacher preparation program will include training in culturally responsive pedagogy, combined with teaching experiences in community-based settings. These experiences are expected to enable the new teachers to apply their content and pedagogical knowledge within the context of the local community. To support this goal, the new teachers will be supported in their first two years of teaching through an induction program. This project at Worcester Polytechnic Institute includes partnerships with community-based organizations, such as the Worcester EcoTarium Museum and Worcester Parks & Recreation Department, and two local high-need schools (Worcester Public Schools and Leominster Public Schools). The goal of the project is to recruit, prepare, and support STEM undergraduates from a range of diverse backgrounds to successfully teach in urban, high-need schools with diverse student populations. Program objectives designed to meet this goal are to: 1) improve recruitment strategies to grow and diversify teacher candidate cohorts; 2) engage STEM teacher candidates with early teaching experiences; 3) build STEM teacher candidates' cultural competency in a local community with rich cultural diversity; and 4) provide professional development and networking opportunities to facilitate induction support for the project's new teachers in the first and second years of teaching. Evaluation of the efficacy of these trainings and community-based teaching experiences will be gathered through teacher candidate and mentor teacher interviews and surveys. The multiple touch points in the community will be investigated to determine how their frequency and dosage affect teacher candidate attitudes and preparation to teach in high-need school districts, as evidenced by the construction of an e-portfolio of teaching activities and a reflection journal to document and enable analysis of their teaching paths. This project may provide insight into the strategies and best practices for leveraging university-school-community partnerships in recruiting, training, and retaining STEM educators for urban districts while highlighting practices to increase teacher effectiveness with students from diverse populations. This Track 1: Scholarships and Stipend 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.