Expanding collaborations that recruit, prepare, and retain diverse and highly-qualified STEM teachers in Eastern Washington

扩大合作，在华盛顿东部招募、培养和留住多元化且高素质的 STEM 教师

• 批准号: 2150787
• 负责人: Ashley Lamm
• 金额: $ 145万
• 依托单位: Eastern Washington University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150787&HistoricalAwards=false
• 关键词: Expanding; collaborations; recruit; prepare; retain

This Noyce Track 1 project aims to serve the national interest by diversifying and supporting the STEM teacher workforce. This project seeks to recruit diverse STEM preservice teachers to be awarded Noyce Scholarships to teach in high-need schools via new strategic partnerships across eastern Washington. These Scholars will receive dual degrees in a STEM content field as well as earn their teaching certification, to ensure a high degree of pedagogical content knowledge. The project will develop new professional development training for mentor teachers, a new field experience course for prospective Scholars, as well as additional cultural competency training for Scholars. This project provides wrap-around support for new STEM teachers via an induction program. Providing customized support and training to Scholars will help retain a more diverse STEM teacher workforce.This project at Eastern Washington University includes partnerships with Spokane Community College, Spokane Falls Community College, Columbia Basin College, Recruit Washington Teaching Academies, as well as Spokane, Cheney, and Liberty Public Schools. The project goals include: 1) increasing the number of STEM teachers with exceptional content and pedagogical content knowledge; 2) increasing the number of diverse STEM teachers in science and mathematics disciplines; 3) preparing STEM teachers to develop engineering and mathematical practices aligned with the Common Core State Standards and Next Generation Science Standards; and 4) increasing the number of teachers who effectively teach diverse students and persist in the field. This project will fund 32 new STEM teachers over 5 years. Undergraduate scholars will be recruited from mathematics, chemistry, biology, physics, and geosciences. This project will explore the ways in which both new and strengthened partnerships with external institutions and internal campus units increase the number of diverse preservice teachers, and what implications the contextual differences across the collaborating institutions have on recruitment efforts. This project will develop a new first year STEM education course and enrollment data will be collected in STEM education programs. Additionally, this project will explore to what extent, explicit instruction in cultural literacy and co-curricular activities improves cultural competence, and the ways in which expanding induction support and scholarships impact Scholars’ persistence in teaching at high-need schools. An external evaluator will assist in evaluating the effectiveness of the program at achieving the stated outputs and impact. The project team will disseminate findings at regional and national conferences, in journal articles, and online via a project website. Noyce Scholars will have a long-lasting positive impact on student learning through their use of the evidence-based practices emphasized in this program and by sharing effective practices with other teachers. Additionally, recruiting diverse students, preparing them for the classroom, and then developing, supporting, and retaining them in the profession will have a positive impact on all students in STEM. 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.

这个诺伊斯轨道1项目旨在通过多样化和支持STEM教师队伍来服务于国家利益。该项目旨在通过在华盛顿东部建立新的战略伙伴关系，招募不同的STEM副教授教师，以获得诺伊斯奖学金，在高需求的学校任教。这些学者将获得STEM内容领域的双学位，并获得教学认证，以确保高度的教学内容知识。该项目将为指导教师开发新的专业发展培训，为未来的学者开发新的实地经验课程，并为学者提供额外的文化能力培训。该项目通过入职培训计划为新的STEM教师提供全面支持。为学者提供定制的支持和培训将有助于留住更多样化的STEM教师队伍。东华盛顿大学的这个项目包括与斯波坎社区学院、斯波坎福尔斯社区学院、哥伦比亚盆地学院、Recruit华盛顿教学学院以及斯波坎、切尼和自由公立学校的合作。项目目标包括：1）增加具有特殊内容和教学内容知识的STEM教师的数量; 2）增加科学和数学学科的多样化STEM教师的数量; 3）准备STEM教师开发符合共同核心国家标准和下一代科学标准的工程和数学实践; 4）增加能有效地教授多样化学生并坚持该领域的教师人数。该项目将在5年内资助32名新的STEM教师。本科学者将从数学，化学，生物，物理和地球科学招募。本项目将探讨如何与外部机构和内部校园单位建立新的和加强的伙伴关系，增加多样化的兼职教师的数量，以及合作机构之间的背景差异对招聘工作的影响。该项目将开发新的第一年STEM教育课程，并将在STEM教育课程中收集入学数据。此外，该项目将探讨在何种程度上，明确的文化素养和课外活动的指导提高文化能力，以及如何扩大入门支持和奖学金影响学者的坚持在高需求的学校教学。一名外部评价员将协助评价该方案在实现所述产出和影响方面的有效性。项目小组将在区域和国家会议上、在期刊文章中以及通过项目网站在线传播研究结果。诺伊斯学者将通过使用该计划中强调的循证实践并与其他教师分享有效的实践，对学生的学习产生长期的积极影响。此外，招募不同的学生，为他们的课堂做好准备，然后发展，支持和保留他们的专业将对所有学生在干的积极影响。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。