Pathway to Mathematics II: An Integrated STEM Initiative Focused on Diversity, Equity, and Inclusion

该项目旨在满足国家对准备充分和高效数学教师的需求。目前，缺乏经过认证的数学教师导致高风险学生的成绩和期望较低，特别是在教室人口过多的农村和城市地区，个人在其认证领域之外教学，以及缺乏STEM背景的长期代课教师。该项目打算在五年内招聘和培养20名高素质的数学教师。作为原来的数学之路项目的延续，它也将涉及并受益于该项目产生的教师。目前项目的重点将是通过广泛的招聘活动，吸引来自相关学科（如数学和工程）的种族和民族多样化的STEM专业学生。该项目的一个标志将是其预居住的经验，让未来的教师观察和参与导师教师之前，成为学者。学生毕业后将获得数学教育硕士学位，完成教学法和数学内容的研究生课程。南亚拉巴马大学教育和专业研究学院以及艺术、科学和工程学院的这个项目包括与移动的县公立学校系统的合作。目标包括：1）产生吸引STEM专业的数学教师职业的因素的知识，以及2）让当前的STEM专业和专业人士参与旨在为所有学生，特别是当地高需求学区的学生提供广泛的教学经验的课程。该项目的智力价值来自于其培养数学教师的能力，这些教师在评估综合STEM方法对从中年级开始的数学教学的影响的同时留在职业中。为了实现该项目的更广泛的影响，预计通过课程，夏季STEM和多样性研究所，研讨会，沉浸式实地考察，以及专注于文化相关教学法和多样性教育的研讨会，并通过与初中和高中学生的真实的生活个人联系，学者将毕业于满足学术，社会，和心理需求的学生在人口，他们将服务。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯奖学金计划（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。

This project aims to serve the national need for well-prepared and highly effective mathematics teachers. Currently, the lack of certified mathematics teachers contributes to lower achievement and expectations for high-risk students, especially in rural and urban areas that have overpopulated classrooms, individuals teaching outside their certification fields, and long-term substitute teachers lacking STEM backgrounds. This project intends to recruit and prepare 20 high quality mathematics teachers over a five year period. As a continuation of the original Pathway to Mathematics project, it will also involve and benefit teachers produced by that prior project. A focus of the current project will be attracting racially and ethnically diverse STEM majors from related disciplines, such as mathematics and engineering, through an extensive recruitment campaign. A hallmark of the project will be its pre-residency experience, allowing prospective teachers to observe and participate with mentor teachers prior to becoming scholars. Scholars will graduate with a master’s degree in mathematics education, completing graduate coursework in both teaching pedagogy and mathematics content.This project of the University of South Alabama College of Education and Professional Studies and the Colleges of Arts and Sciences and Engineering includes a partnership with the Mobile County Public School System. Goals include: 1) generating knowledge of factors that attract STEM majors to careers as mathematics teachers, and 2) engaging current STEM majors and professionals in a curriculum designed to provide a wide spectrum of teaching experiences beneficial to all students, especially those in local high-need school districts. The intellectual merit of this project derives from its capacity to produce mathematics teachers who stay in the profession while evaluating effects of an integrated STEM approach to teaching mathematics starting in the middle grades. Towards the project's broader impacts it is anticipated that through coursework, a Summer STEM and Diversity Institute, seminars, immersive field trips, and workshops focused in culturally relevant pedagogy and diversity education, and through real life personal connections with middle and high school students, scholars will graduate with the tools and dispositions needed to meet the academic, social, and psychological needs of students in the population they will serve. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce 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.