Expanding Pathways for STEM Teacher Education to Better Serve Minnesota’s Diverse Student Populations

拓展 STEM 教师教育途径，更好地服务明尼苏达州的多元化学生群体

• 批准号: 2050672
• 负责人: Debra Monson
• 金额: $ 7.93万
• 依托单位: University of St. Thomas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050672&HistoricalAwards=false
• 关键词: Expanding; Pathways; STEM; Teacher; Education

This project aims to serve the national need for building the capacity of secondary STEM education programs to recruit and train more secondary STEM teachers, especially those from diverse backgrounds. Significant barriers exist that discourage STEM majors from pursuing careers in secondary STEM teaching. For example, it often takes longer than four years to meet both STEM degree and licensure requirements, thus raising time to degree and college costs. Additionally, limited strategies and structures are available to encourage and support diverse students’ pursuit of a STEM teaching career. In this project, the University of St. Thomas will work to encourage STEM teaching careers by streamlining its curricular requirements, identifying and addressing barriers to teaching careers, and partnering with a community college to connect with a greater diversity of future STEM teachers. The University expects this effort to increase the number of secondary STEM teachers in Minnesota that match the state’s diverse urban student population. The University of St. Thomas, in partnership with Normandale Community College, aims to create a mechanism for recruiting diverse STEM majors to consider becoming secondary STEM teachers while completing their STEM degrees. The partnership intends to collaborate to streamline STEM and secondary education curricula, and to identify barriers to a teaching career. Few students at the University choose to become secondary teachers, and completing a dual degree program in STEM and education can be even more challenging for community college transfer students. The absence of strategies and supports for these double majors contributes to the low graduation rates of secondary teachers. The goals of this Capacity Building project are to: 1) restructure STEM degree programs to allow for a B.A. double major in a STEM discipline and secondary teacher education that enables graduation in 4 years; 2) complete needs assessments to identify barriers encountered by University of St. Thomas students and transfer students to completing a baccalaureate degree in a STEM discipline and in secondary education; and 3) partner with Normandale Community College to align their STEM courses and develop strategies for a seamless transfer pathway for community college students to St. Thomas University. The project anticipates achieving these goals can lead to development of a Noyce Track 1 proposal in the future to provide scholarship support to both community college and four-year college students to complete dual degrees and become secondary teachers of a STEM discipline. Findings from the curriculum analyses and needs assessments could serve as a model for other colleges and universities in addressing curricular and non-curricular challenges of preparing more secondary STEM teachers for the future. This Noyce 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 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.

该项目旨在满足国家对中等STEM教育方案能力建设的需要，以招聘和培训更多的中等STEM教师，特别是来自不同背景的教师。STEM专业的学生不愿从事中学STEM教学，存在着很大的障碍。例如，达到STEM学位和执照要求通常需要四年以上的时间，从而增加了获得学位的时间和大学成本。此外，可用于鼓励和支持不同学生追求STEM教学生涯的战略和结构有限。在这个项目中，圣托马斯大学将致力于通过简化课程要求，确定和解决教师职业生涯中的障碍，并与社区学院合作，与更多样化的未来STEM教师建立联系，以鼓励STEM教师的职业生涯。该大学预计，这一努力将增加明尼苏达州中学STEM教师的数量，以匹配该州多样化的城市学生人口。圣托马斯大学与诺曼代尔社区学院合作，旨在建立一种机制，招募不同的STEM专业的学生，在完成STEM学位的同时考虑成为中等STEM教师。该伙伴关系旨在合作精简STEM和中等教育课程，并确定教师职业生涯中的障碍。该大学很少有学生选择成为中学教师，完成STEM和教育双学位课程对社区大学转学学生来说可能更具挑战性。缺乏对这两个专业的战略和支持是导致中学教师毕业率低的原因之一。该能力建设项目的目标是：1)重组STEM学位课程，以实现STEM学科和中学教师教育的双学位，使其能够在4年内毕业；2)完成需求评估，以确定圣托马斯大学学生遇到的障碍，并将学生转移到完成STEM学科和中学教育的学士学位；以及3)与诺曼代尔社区学院合作，调整他们的STEM课程，并制定战略，为社区大学生无缝转学圣托马斯大学提供途径。该项目预计，实现这些目标将导致未来开发Noyce Track 1提案，为社区学院和四年制大学生提供奖学金支持，以完成双学位并成为STEM学科的中学教师。课程分析和需求评估的结果可以作为其他学院和大学解决为未来培养更多中学STEM教师的课程和非课程挑战的典范。该诺伊斯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。