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）项目旨在满足国家在高需求学校增加高素质初中和高中STEM教师数量的需求，包括来自不同背景的教师。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乃至全国的一个严重问题。明尼苏达圣玛丽大学（Saint Mary’s University of Minnesota）将招收更多成绩优异的学生，包括来自不同背景的学生，加入STEM+教育双学位项目和教学艺术硕士项目，以解决这一问题。这24名未来的教师将在该州的高需求学校任教，该州的STEM教师日益短缺，教师和学生之间的种族差异也很明显。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成就，并为中学后学习和STEM职业做好准备。明尼苏达圣玛丽大学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学院合作，该学院为来自高需求社区的学生提供服务。在为期五年的项目中，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项目招聘、准备和支持保留高需求LEA学校的多样化、高质量的中学STEM教师的关键组成部分制度化，加强来自不同背景的致力于明尼苏达州东南部高需求LEA教学的中学STEM教师队伍；(3)为招聘、准备和留住来自不同背景的STEM中学教师提供相关的知识库。该项目的24名优秀准教师（13名本科生和11名硕士）将获得双学位，一个学位是生物、化学或数学学士学位，另一个学位是中等教育（称为STEM+教育）；或(2)已经拥有STEM学科的学士学位，并将获得教学硕士学位（MAT）。ISTEP学者招聘将包括本科生和STEM专业人员的多样化策略。学者指导将在认知辅导框架内实施。外部评估人员将协助ISTEP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等水平的科学教育质量，最终将有助于建立一支多样化的、具有全球竞争力的STEM劳动力队伍。本项目由Robert Noyce教师奖学金项目（Noyce）资助。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教师的有效性和留任率的研究。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。