Promoting Inclusiveness and Diversity in STEM Education

该项目旨在满足国家需要，培养更多高质量的STEM教师，他们经过培训，能够在多样化的教室环境中取得成功。更具体地说，该项目解决了伊利诺伊州及周边地区不断增加的中学和中学科学和数学教学职位空缺的问题。此外，虽然学生群体往往比STEM教师更加多样化，但STEM教师在教学方法中考虑这种独特的文化背景方面的准备有限。作为回应，项目团队将招聘，保留，毕业，并支持另外24名种族，语言和文化多样的STEM教师。该项目将实施和评估项目活动的有效性，这些活动旨在提高早期职业教师在STEM课堂上使用文化敏感型教学法（CRP）和内容领域扫盲的能力。埃尔姆赫斯特大学的这个项目包括与芬顿高中100区和莱顿高中212区以及杜佩奇学院和哈珀社区学院的合作。该项目的目标是：（1）在项目的五年内，招募，保留和毕业24名攻读STEM学位并获得数学，生物，化学或物理教师执照的本科生;（2）将100%的Noyce毕业生安置在高需求学区，并支持他们完成Noyce教学义务;（3）通过在整个课程中嵌入CRP教学法和内容领域素养，提高STEM教师候选人的准备程度，使学生能够在不同的课堂上取得成功;和（4）增加知识的最佳做法，以促进CRP和内容领域的识字率在教师培训计划。该项目旨在制定战略，以便更好地将文化敏感的教学法和内容领域的扫盲纳入K-12教室，主要是通过一系列专业发展讲习班和作为入门支持的一部分提供的课堂观察。项目领导团队将通过专业会议的演讲、专注于将CRP纳入教师准备计划的研讨会以及为K-12和大学教育工作者收集有关这些课程资源的网站来传播项目成果。项目评估将由Rucks集团进行，采用调查，访谈/焦点小组，机构数据和课堂观察的混合方法。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。

The project aims to serve the national need to prepare more high-quality STEM teachers who are trained to succeed in settings with diverse classrooms. More specifically, this project addresses the ever-growing number of unfilled science and mathematics teaching positions for middle and secondary schools in the state of Illinois and the surrounding region. Additionally, while the student population is often more diverse than that of STEM teachers, STEM teachers have limited preparation in considering such unique cultural backgrounds in their teaching approaches. In response, the project team will recruit, retain, graduate, and support an additional 24 racially, linguistically, and culturally diverse STEM teachers. THe project will implement and evaluate the effectiveness of project activities designed to increase the capacity for early career teachers to use culturally responsive pedagogies (CRP) and content area literacies in STEM classrooms. This project at Elmhurst University includes partnerships with Fenton High School District 100 and Leyden High School District 212, as well as College of DuPage and Harper Community College. The project goals are to: (1) recruit, retain, and graduate 24 undergraduate students pursuing STEM degrees with teacher licensure in mathematics, biology, chemistry, or physics over the five years of the project; (2) place 100% of Noyce graduates in high-need school districts and support them to complete their Noyce teaching obligation; (3) improve STEM teacher candidates’ preparedness for enabling student success in diverse classrooms by embedding CRP pedagogies and content area literacies throughout the curriculum; and (4) increase knowledge about best practices for promoting CRP and content area literacies within teacher preparation programs. The project aims to develop strategies for better integrating culturally-responsive pedagogy and content area literacies into K-12 classrooms, primarily through a series of professional development workshops and classroom observations provided as part of the induction supports. The project leadership team will disseminate the results of the project through presentations professional conferences, a workshop focused on the integration of CRP within teacher preparation programs, and a website that collects resources on these pedagogies for both K-12 and college educators. The project evaluation will be conducted by The Rucks Group, using a mixed-methods approach with surveys, interviews/focus groups, institutional data, and classroom observations. 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.