Capacity Building: Creating and Sustaining a Pathway for Engineering Majors to Become STEM Teachers

能力建设：为工程专业学生打造并维持成为 STEM 教师的途径

• 批准号: 2149596
• 负责人: Colleen Eddy
• 金额: $ 7.5万
• 依托单位: University of North Texas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2149596&HistoricalAwards=false
• 关键词: Capacity; Building; Creating; Sustaining; Pathway

The project aims to serve a national need for building pathways for engineering students to become grade 6-12 STEM teachers in high-need schools. The project will develop a framework for recruitment, retention, and reshaping of graduate teacher certification specifically for engineering students to become STEM teachers. The effort is a collaboration between the College of Engineering and the College of Education at the University of North Texas, a Hispanic Serving Institution. The project will collect evidence from engineering majors and advisors about interests in and barriers to careers in STEM teaching through surveys and focus groups. Additionally, stakeholders will collaboratively analyze this evidence in the context of current research on STEM teacher education and model post-baccalaureate teacher induction programs. The expected outcomes are to develop recruitment plans that will identify engineering majors and then lead them to become STEM teachers. Additionally, outcomes will include designs for a sustainable teacher induction program for post-baccalaureate engineering majors that results from collaboration between local partner school districts and the university.This project at the University of North Texas includes partnerships with six high-need school districts in the region, including Aledo, Grapevine-Colleyville, Mesquite, Plano, Roscoe Collegiate, and Sherman Independent School Districts. The intellectual merit of the project is to build, strengthen, and sustain partnerships with local high-need school districts where engineering graduates can pursue careers in grade 6-12 STEM teaching. The broader impact of this project lies in its potential to become a model for recruiting and retaining engineering students as STEM teachers through post-graduate teacher certification programs. The evaluation will assess the project's model, its planning and implementation processes, and the potential for a for a future Noyce Track 2 proposal. Dissemination includes presentation and publication of the resulting framework and program designs locally and nationally. This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program. 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 effectiveness and retention 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.

该项目旨在满足国家的需求，为工程专业学生提供途径，使其成为高需求学校的6-12年级STEM教师。该项目将制定一个框架，用于招聘，保留和重塑研究生教师认证，专门为工程专业学生成为STEM教师。这项工作是北德克萨斯大学工程学院和教育学院之间的合作，北德克萨斯大学是一个西班牙裔服务机构。该项目将通过调查和焦点小组收集工程专业学生和顾问对STEM教学职业的兴趣和障碍的证据。此外，利益相关者将在当前STEM教师教育和示范学士学位后教师入职培训项目研究的背景下协作分析这一证据。预期的结果是制定招聘计划，确定工程专业，然后引导他们成为STEM教师。此外，成果将包括为学士后工程专业的可持续教师入职计划的设计，这是当地合作伙伴学区和大学之间的合作结果。北德克萨斯大学的这个项目包括与该地区六个高需求学区的合作伙伴关系，包括Aledo，Grapevine-Colleyville，Mesquite，Plano，Roscoe Collegiate和谢尔曼独立学区。该项目的智力价值是建立，加强和维持与当地高需求学区的伙伴关系，工程毕业生可以在6-12年级STEM教学中追求职业生涯。该项目更广泛的影响在于，它有可能成为通过研究生教师认证计划招聘和留住工程专业学生作为STEM教师的典范。评估将评估项目的模式、规划和实施过程，以及未来Noyce Track 2提案的潜力。传播包括介绍和出版由此产生的框架和方案设计，地方和国家。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划的支持。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。

项目成果

CREATING A SUSTAINABLE SUPPLEMENTAL INDUCTION PROGRAM FOR STEM TEACHERS

为 STEM 教师制定可持续的补充入门计划

• 发表时间: 2022
• 期刊: School science and mathematics
• 影响因子: 1.1
• 作者: Eddy, C.M.;Bump, K;& Huang, Z.
• 通讯作者: & Huang, Z.