Building Capacity to Expand Recruitment and High-Quality Preparation of Secondary STEM Teachers in High-Need Districts in Rural Virginia

建设能力以扩大弗吉尼亚农村高需求地区中学 STEM 教师的招聘和高质量培养

• 批准号: 2150886
• 负责人: Teri Wagner
• 金额: $ 7.49万
• 依托单位: Hollins University
• 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 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150886&HistoricalAwards=false
• 关键词: Building; Capacity; Expand; Recruitment; Quality

The project aims to address the national need to prepare high-quality secondary STEM teachers to serve in high-need school districts. It intends to address shortages of high-quality secondary STEM teachers in rural Virginia by building streamlined pathways for STEM majors to complete both a STEM degree and teacher licensure in four years. This will occur through collaboration of Hollins University STEM and education faculty for the purpose of being able to recruit biology, chemistry, and mathematics majors to complete their STEM baccalaureate degree with teacher licensure as undergraduates. Through this Capacity Building project, Hollins University, a women’s university in Roanoke, Virginia, will develop recruitment strategies to attract STEM students to secondary STEM teaching careers in local high-need schools. In addition, the project will enable transfer STEM students to complete both a STEM degree and teaching licensure in two years. To meet the needs of students from diverse backgrounds or from low-income communities in the region, the project will integrate culturally and linguistically inclusive teaching methods into the revised teacher education curriculum. These efforts will prepare future STEM teachers to work effectively with secondary student populations in rural Virginia.This Capacity Building project at Hollins University includes partnerships with Virginia Western Community College (VWCC) and two high-need schools, William Fleming High School and Lucy Addison Middle School. Hollins STEM and education faculty will reevaluate the STEM and education curricula to create streamlined pathways for STEM undergraduate students to complete their STEM degrees and teacher licensure within four years. Culturally and linguistically inclusive teaching methods will be integrated into the revised curricula coursework to prepare future teachers to effectively support learners from diverse backgrounds. In addition, faculty from both Hollins and Virginia Western Community College will collaborate to develop articulation agreements to support STEM transfer students in completing a STEM degree with teacher licensure within two years. Data will be collected from students, faculty, and advisors about barriers to STEM teaching careers. These data will be used to build a recruitment strategy to attract STEM undergraduate students in biology, chemistry, and mathematics to pursue STEM teaching licensure and careers in the region. Partnerships with representatives from the community college and high-need schools, along with integration of culturally and linguistically inclusive pedagogy, have the potential to produce highly qualified STEM teachers prepared to serve increasingly diverse student populations in Virginia’s rural high-need schools. Evaluation of the project will be conducted by Brockport Research Institute through interviews with project stakeholders and on-going review of documents produced by collaborative stakeholder teams. Outcomes of the effort will be disseminated through national and regional teacher education conferences, as well as communications with local and regional educational agencies. This 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 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.

该项目旨在解决全国为高需求学区培养高质量STEM中学教师的需求。它打算通过建立简化的途径，让STEM专业的学生在四年内完成STEM学位和教师执照，来解决弗吉尼亚州农村地区高质量的中等STEM教师短缺的问题。这将通过霍林斯大学STEM和教育学院的合作来实现，目的是能够招募生物、化学和数学专业的学生，以完成他们的STEM学士学位，并获得教师执照作为本科生。通过这个能力建设项目，位于弗吉尼亚州罗阿诺克的女子大学霍林斯大学将制定招聘策略，吸引STEM学生到当地高需求学校从事STEM中学教学工作。此外，该项目将使转STEM学生在两年内完成STEM学位和教学执照。为了满足该地区不同背景或低收入社区学生的需求，该项目将把文化和语言包容性的教学方法纳入修订后的教师教育课程。这些努力将使未来的STEM教师能够有效地与弗吉尼亚州农村的中学生群体合作。霍林斯大学的能力建设项目包括与弗吉尼亚西部社区学院（VWCC）和两所高需求学校——威廉·弗莱明高中和露西·艾迪生中学——合作。霍林的STEM和教育学院将重新评估STEM和教育课程，为STEM本科生在四年内完成STEM学位和教师执照创造简化的途径。文化和语言包容性的教学方法将纳入修订后的课程作业，以培养未来的教师有效地支持来自不同背景的学习者。此外，霍林斯学院和弗吉尼亚西部社区学院的教师将合作制定衔接协议，以支持STEM转学生在两年内完成具有教师执照的STEM学位。将从学生、教师和顾问那里收集有关STEM教学职业障碍的数据。这些数据将用于制定招聘策略，以吸引生物、化学和数学专业的STEM本科生在该地区攻读STEM教学执照和职业。与社区学院和高需求学校的代表合作，以及文化和语言包容性教学法的整合，有可能培养出高素质的STEM教师，为弗吉尼亚州农村高需求学校日益多样化的学生群体提供服务。项目评估将由布罗克波特研究所通过与项目利益相关者的访谈和对利益相关者合作团队制作的文件的持续审查来进行。这项努力的成果将通过国家和区域教师教育会议以及与地方和区域教育机构的联系传播。该能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。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教师的保留和有效性的研究。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。