Addressing the STEM Teacher Shortage through an Inclusive STEM Teacher Education Pipeline

通过包容性 STEM 教师教育渠道解决 STEM 教师短缺问题

• 批准号: 2151030
• 负责人: John McClure
• 金额: $ 118.83万
• 依托单位: Saint Mary's University of Minnesota
• 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: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151030&HistoricalAwards=false
• 关键词: Addressing; STEM; Teacher; Shortage; through

The Inclusive STEM Teacher Education Pipeline (ISTEP) project aims to serve the national need to increase the number of highly qualified middle and high school STEM teachers, including those from diverse backgrounds, in high-need schools. The shortage of licensed STEM teachers, particularly teachers representing the demographic backgrounds of most students in high-need schools, is a serious problem that affects southeastern Minnesota as well as the nation. Saint Mary’s University of Minnesota will address this problem by recruiting more high-achieving students, including those from diverse backgrounds, into its STEM+Education dual degree program and Master of Arts in Teaching program. These 24 prospective teachers will be prepared to teach in high-need schools in a state with a growing STEM teacher shortage and significant racial disparity between teachers and students. It is anticipated that ISTEP Scholars’ preparation and mentorship in STEM teaching will improve their future secondary students’ STEM achievement and readiness for post-secondary learning and careers in STEM.This project at Saint Mary’s University of Minnesota is in partnership with Winona Area Public School District, a high-need school district and the Rochester STEM Academy, which serves students from high-need communities. Over the five year project, project goals will include: (1) increasing the number of secondary STEM teachers from diverse backgrounds committed to teaching in high-need local education agencies (LEAs) in southeastern Minnesota; (2) strengthening the pipeline of secondary STEM teachers from diverse backgrounds committed to teaching in high-need LEAs in southeastern Minnesota by institutionalizing the key ISTEP project components of recruiting, preparing, and supporting retention of diverse, high-quality secondary STEM teachers in high-need LEA schools; and (3) contributing to the knowledge base related to recruitment, preparation, and retention of secondary STEM teachers from diverse backgrounds. The project's 24 high-achieving prospective teachers (13 undergraduates and 11 at the master’s degree level) will either (1) obtain dual degrees, with one degree being a baccalaureate degree in biology, chemistry, or mathematics, and the other in secondary education (referred to as STEM+Education); or (2) will already possess a baccalaureate degree in a STEM discipline and will earn a Master of Arts in Teaching (MAT). ISTEP Scholar recruitment will include a diverse set of strategies for both undergraduates and STEM professionals. Scholar mentoring will be implemented within a Cognitive Coaching framework. An external evaluator will assist the ISTEP management team in advancing the frontiers of knowledge in recruitment, preparation, and retention of secondary STEM teachers from diverse backgrounds. Improving the quality of science education at the secondary level by preparing teachers of diverse backgrounds licensed in STEM fields will ultimately contribute to a diverse, globally competitive STEM workforce. 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 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.

包容性STEM教师教育管道（ISTEP）项目旨在满足国家的需求，增加高素质的初中和高中STEM教师的数量，包括来自不同背景的教师，在高需求的学校。有执照的STEM教师短缺，特别是代表高需求学校大多数学生人口背景的教师，是影响明尼苏达州东南部和全国的一个严重问题。明尼苏达州的圣玛丽大学将通过招收更多成绩优异的学生，包括来自不同背景的学生，进入其STEM+教育双学位课程和教学艺术硕士课程来解决这个问题。这24名未来的教师将准备在一个STEM教师短缺日益严重、教师和学生之间存在严重种族差异的州的高需求学校任教。预计ISSTEP学者在STEM教学方面的准备和指导将提高他们未来中学生的STEM成绩，并为中学后学习和STEM职业做好准备。明尼苏达大学圣玛丽分校的这个项目与威诺纳地区公立学区（一个高需求学区）和罗切斯特STEM学院（为来自高需求社区的学生提供服务）合作。在五年的项目中，项目目标将包括：（1）增加来自不同背景的中学STEM教师的数量，致力于在明尼苏达州东南部高需求的地方教育机构（LEAs）教学;（2）通过将ISTEP项目的关键组成部分招聘制度化，加强来自不同背景的中学STEM教师的渠道，致力于在明尼苏达州东南部高需求的地方教育机构教学，在高需求的莱亚学校准备和支持留住多样化，高质量的中学STEM教师;以及（3）为来自不同背景的中学STEM教师的招聘，准备和保留相关知识库做出贡献。该项目的24名高成就的未来教师（13名本科生和11名硕士学位）将（1）获得双学位，其中一个学位是生物学，化学或数学学士学位，另一个学位是中学教育（称为STEM+教育）;或（2）已经拥有STEM学科的学士学位，并将获得教学艺术硕士（MAT）。ISTEP学者招聘将包括一套针对本科生和STEM专业人员的多样化策略。 学者指导将在认知教练框架内实施。一名外部评估员将协助ISSTEP管理团队推进来自不同背景的中学STEM教师的招聘，准备和保留方面的知识前沿。通过培养在STEM领域获得许可的不同背景的教师来提高中学科学教育的质量，最终将有助于建立一支多样化的、具有全球竞争力的STEM队伍。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。