Promoting Inclusiveness and Diversity in STEM Education

促进 STEM 教育的包容性和多样性

• 批准号: 2151078
• 负责人: Theresa Robinson
• 金额: $ 132.01万
• 依托单位: Elmhurst University
• 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: 2022-02-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151078&HistoricalAwards=false
• 关键词: Promoting; Inclusiveness; Diversity; STEM; Education

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.

该项目旨在满足国家培养更多高素质 STEM 教师的需求，这些教师接受过培训，能够在多元化的课堂环境中取得成功。更具体地说，该项目解决了伊利诺伊州及周边地区中小学科学和数学教学职位空缺数量不断增加的问题。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准备有限。作为回应，项目团队将招募、保留、毕业并支持另外 24 名种族、语言和文化多样化的 STEM 教师。该项目将实施并评估项目活动的有效性，这些项目活动旨在提高早期职业教师在 STEM 课堂上使用文化响应式教学法 (CRP) 和内容领域素养的能力。艾姆赫斯特大学的这个项目包括与芬顿高中 100 学区和莱顿高中 212 学区以及杜佩奇学院和哈珀社区学院的合作伙伴关系。该项目的目标是：(1) 在该项目的五年内招募、留住并毕业 24 名攻读 STEM 学位且拥有数学、生物、化学或物理教师执照的本科生； （2）将100%的诺伊斯毕业生安置在高需求学区，并支持他们完成诺伊斯教学义务； (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 教师候选人为使学生在多样化课堂中取得成功做好准备； (4) 增加有关在教师培训计划中促进 CRP 和内容领域素养的最佳实践的知识。该项目旨在制定战略，以更好地将文化响应式教学法和内容领域素养融入 K-12 课堂，主要通过一系列专业发展研讨会和课堂观察作为入职支持的一部分。项目领导团队将通过专业演讲会议、专注于将 CRP 纳入教师培训计划的研讨会以及为 K-12 和大学教育工作者收集这些教学法资源的网站来传播该项目的成果。该项目评估将由 Rucks Group 进行，采用混合方法，包括调查、访谈/焦点小组、机构数据和课堂观察。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 教师的持久性、保留性和有效性的研究。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。