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) 项目旨在满足国家需求，增加高需求学校的高素质初高中 STEM 教师数量，包括来自不同背景的教师。持有执照的 STEM 教师的短缺，特别是代表高需求学校大多数学生人口背景的教师的短缺，是影响明尼苏达州东南部乃至全国的一个严重问题。明尼苏达圣玛丽大学将通过招募更多成绩优异的学生（包括来自不同背景的学生）参与其 STEM+教育双学位课程和教学硕士课程来解决这一问题。这 24 名未来教师将准备在 STEM 教师日益短缺且师生之间存在显着种族差异的州的高需求学校任教。预计 ISTEP 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。明尼苏达州圣玛丽大学的这个项目与高需求学区威诺纳地区公立学区和为来自高需求社区的学生提供服务的罗彻斯特 STEM 学院合作。在这个为期五年的项目中，项目目标将包括：(1) 增加来自不同背景、致力于在明尼苏达州东南部高需求当地教育机构 (LEA) 教学的中学 STEM 教师的数量； (2) 通过将 ISTEP 项目的关键组成部分（即招募、准备和支持在高需求 LEA 学校保留多样化、高质量中学 STEM 教师）制度化，加强来自不同背景、致力于在明尼苏达州东南部高需求 LEA 教学的中学 STEM 教师的储备； (3) 为与来自不同背景的中学 STEM 教师的招聘、准备和保留相关的知识库做出贡献。该项目的24名高成就未来教师（13名本科生和11名硕士水平）将要么（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，另一个学位是中等教育（称为STEM+教育）； (2) 已经拥有 STEM 学科的学士学位，并将获得教学硕士学位 (MAT)。 ISTEP 学者招募将包括针对本科生和 STEM 专业人士的一系列多样化策略。 学者指导将在认知教练框架内实施。外部评估员将协助 ISEP 管理团队在招聘、准备和保留来自不同背景的中学 STEM 教师方面推进知识前沿。通过培养具有 STEM 领域执照的不同背景的教师来提高中学科学教育的质量，最终将有助于形成一支多元化、具有全球竞争力的 STEM 劳动力队伍。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 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高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。