The Utah Collaborative for Equitable STEM Teaching

该项目旨在满足国家培养高效科学教师的需要，这些教师擅长创造公平的学习环境。 COVID-19疫情破坏了传统的教学环境，凸显了教育中的不公平现象，将教师置于社会和教育变革的前沿。该项目旨在为中学教师提供支持学生社会情感需求所需的培训和技能。该项目利用大学人员，经验丰富的教师导师和家长的网络来支持未来的科学教师，因为他们在高需求的学校中应对教学挑战，并建立科学教学专业人士的身份。该项目旨在增强未来科学教师的能力，以积极影响学生的生活，并提高教师在教育中的保留率。犹他州大学的这一项目包括与盐湖社区学院和花岗岩和湖城学区的合作。 项目目标包括：1）通过提供精简的课程、财政支持和指导，为31名生物、化学、物理和地球科学本科生和研究生的教学生涯做好准备; 2）改革科学方法课程，以模拟三维教学（学科核心思想、科学实践和交叉概念的整合）和通过环境问题的透镜进行公平的教学; 3）建立一个社区，支持未来的科学教师从他们的本科年，通过诱导，并超越。该项目还打算支持在职教师发展创造公平教室，指导和3D教学的专业知识，以及创造关于如何将3D教学与环境问题相结合的案例研究可以弥合理论与实践之间的鸿沟的新知识。 该项目更广泛的影响目标包括利用对环境问题的关注来招聘新一代善于应对环境和社会变化的教师。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力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 of developing highly effective science teachers who are skilled in creating equitable learning environments. The COVID-19 pandemic has disrupted traditional teaching environments and highlighted inequities in education, placing teachers at the front lines of social and educational change. This project seeks to equip secondary school teachers with the training and skills they need to support their students’ socio-emotional needs. The project leverages a network of university personnel, experienced teacher-mentors, and parents to support future science teachers as they navigate the challenges of teaching in high-need schools and build identities as science teaching professionals. The project seeks to empower future science teachers to positively impact students’ lives and increase teacher retention in education.This project at the University of Utah includes partnerships with Salt Lake Community College and the Granite and Salt Lake City School Districts. Project goals include 1) preparing 31 biology, chemistry, physics, and geoscience undergraduate and post-graduate students for teaching careers by providing streamlined coursework, financial support, and mentoring; 2) reforming the science methods course to model three-dimensional instruction (integration of disciplinary core ideas, science practices, and crosscutting concepts) and equitable instruction through the lens of environmental issues; and 3) building a community that supports future science teachers from their undergraduate years, through induction, and beyond. The project also intends to support in-service teachers to develop expertise in creating equitable classrooms, mentoring, and 3D instruction, as well as to create new knowledge about how case-studies that integrate 3D instruction with environmental issues may bridge the divide between theory and practice. Broader impact aims of the project include using a focus on environmental issues to recruit a new generation of teachers who are adept at addressing environmental and social change. This Track 1: Scholarships and Stipends 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.