Developing STEM Teachers Across Rural Schools: Using STEM Outreach Programs to Build and Strengthen Identity as STEM Teachers

培养农村学校的 STEM 教师：利用 STEM 外展计划建立和加强 STEM 教师的身份

• 批准号: 2243229
• 负责人: Meredith Anderson
• 金额: $ 120万
• 依托单位: Adams State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243229&HistoricalAwards=false
• 关键词: Developing; STEM; Teachers; Across; Rural

The project aims to serve the national need for preparing high-quality teachers in STEM disciplines, which is particularly severe in rural southern Colorado. Adams State University’s project will examine the effects of place-based high-impact experiences and cost-of-attendance scholarships on developing effective STEM teachers in high-need schools. Using the excitement of astronomy and rural dark skies, collaborative math and science circles, STEM Saturdays, and a summer academy for migrant students, this project aims to inspire prospective and practicing teachers to develop new approaches in STEM teaching and learning and generate P-20 enthusiasm for careers in K-12 STEM education. This model has the potential to increase the number of students completing STEM degrees with teaching licensure from a single Adams State student to eight per year. Increased representation of underserved groups among rural teachers to improve equity in access to STEM education and careers for students of color and those who are low-income is a priority outcome. This project at Adams State University, a Hispanic-Serving Institution, includes partnerships with five high-need local school districts and the San Luis Valley Board of Cooperative Educational Services to address the need for STEM teachers across the rural San Luis Valley. Project goals include implementing astronomy-themed activities, hands-on workshops, mentoring, and other collaborative STEM programming to engage prospective teachers as innovators and leaders. These high-impact experiences and annual scholarships aim to inspire 31 undergraduate STEM majors (e.g., in mathematics, physics, chemistry, biology, and geosciences) and post-baccalaureates to complete degrees and teaching licensure in 4 years. Engaging K-12 students and prospective teachers with local assets, such as ASU’s planetarium and observatory and the dark skies of Great Sand Dunes National Park, have the potential to attract and retain students as they develop their passion for STEM studies and teaching. The project’s research questions focus on the impacts of this intentional P-20 STEM ecosystem of local resources and supportive activities, which aim to validate students’ focus on STEM and grow their identities as effective teachers, leaders, and future mentors working in high-need districts. This pilot effort will generate knowledge on identity development of students in STEM education and add to the evidence on closing gaps in the representation of ethnic and racial minorities and females in STEM fields. Successful strategies will provide a model that other Hispanic-Serving Institutions and school districts may replicate. An evaluator will review institutional and survey data to monitor progress in objectives attainment and inform improvements. ASU will disseminate findings via its website, a regional educator newsletter, conferences, and journal publication. 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.

该项目旨在满足全国对培养STEM学科高质量教师的需求，这在科罗拉多州南部农村地区尤为严重。亚当斯州立大学的项目将研究基于地点的高影响力经验和出勤成本奖学金对在高需求学校培养有效的STEM教师的影响。利用天文学和农村黑暗天空的兴奋，协作数学和科学圈，STEM周六以及农民工学生暑期学院，该项目旨在激励未来和实践教师开发STEM教学和学习的新方法，并激发P-20对K-12 STEM教育职业的热情。这种模式有可能将完成具有教学执照的STEM学位的学生人数从亚当斯州立大学的一名学生增加到每年八名。增加农村教师中服务不足群体的代表性，以改善有色人种学生和低收入学生获得STEM教育和就业机会的公平性，是一项优先成果。亚当斯州立大学是一所拉美裔服务机构，该项目包括与五个高需求的当地学区和圣路易斯山谷合作教育服务委员会合作，以解决整个圣路易斯山谷农村地区对STEM教师的需求。项目目标包括开展以天文学为主题的活动、实践研讨会、指导和其他STEM合作项目，以吸引未来的教师成为创新者和领导者。这些高影响力的经历和年度奖学金旨在激励31名STEM专业的本科生（如数学、物理、化学、生物和地球科学）和本科毕业生在4年内完成学位和教师执照。让K-12学生和未来的教师拥有当地的资产，如亚利桑那州立大学的天文馆和天文台，以及大沙丘国家公园的黑暗天空，有可能吸引和留住学生，因为他们培养了对STEM研究和教学的热情。该项目的研究问题集中在这种有意的P-20当地资源和支持性活动的STEM生态系统的影响上，旨在验证学生对STEM的关注，并培养他们作为高需求地区工作的有效教师、领导者和未来导师的身份。这项试点工作将产生有关STEM教育中学生身份发展的知识，并为缩小STEM领域中少数民族和种族以及女性代表性方面的差距提供更多证据。成功的策略将为其他拉美裔服务机构和学区提供一个可以复制的模式。一名评价员将审查机构和调查数据，以监测实现目标的进展情况并通报改进情况。亚利桑那州立大学将通过其网站、地区教育工作者通讯、会议和期刊出版物传播研究结果。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。