Increasing the Representation of African American and Hispanic STEM Teachers in High-Need School Districts Through Community Partnerships

该项目旨在满足全国培养和留住高素质中学数学和科学教师的需求，这些教师准备在高需求的郊区和农村学校任教。该项目将与山姆休斯顿州立大学（SHSU）一般地理区域的七个独立学区合作，主要合作伙伴是亨茨维尔独立学区。其他合作伙伴包括周边地区的其他学区和孤星学院（LSC）系统中的两所社区学院，即LSC- montgomery和LSC- tomball。该项目的一个潜在目标是加强从社区大学到四年制STEM学位和教师执照的途径，同时，增加经过认证的男性教师的数量，这些教师反映了在SHSU附近德克萨斯州高需求学区服务的非洲裔美国人和西班牙裔学生的人口统计数据。该项目将为上海外国语大学科学与工程技术学院计算机科学、化学、工程技术、地质、数学、物理或天文学专业的39名STEM学生提供奖学金以及学术和课外支持。对于转入上海外国语大学这些专业的LSC系统学生，也将给予重要考虑。该项目将以文化响应-可持续（CR-S）理论框架为指导。使用CR-S框架，未来的教师将学习如何创造以学生为中心的学习环境，为学生做好严谨和独立学习的准备，提升边缘化的声音，并使学生成为STEM社会变革的推动者。有几个目标指导这个项目的执行。第一个目标是招募和培养39名职前教师，成为合格的中学STEM教师。这些Noyce学者将获得双学位，并在STEM专业的基础上再修一个教育专业。反过来，该项目将解决SHSU地理区域高需求学校严重的教师短缺问题。第二个目标是，在项目为期5年的时间里，项目意图是至少40%的诺伊斯学者将是非裔美国人和/或西班牙裔男性，至少35%将是来自社区大学合作伙伴的转校生。为了实现这一目标，该项目将采用全国性的“叫我先生”模式，同时与上海外国语大学的“通过教育建立领导力”（ELITE）项目合作，该项目是一个针对黑人和西班牙裔男性的少数族裔项目，为他们提供特殊的学术支持和同伴指导。第三，该项目将提供财政、学术和课外支持，以确保新教师为德克萨斯州郊区和农村高需求学校的教学和满足学生的需求做好充分准备。在此过程中，该项目将纳入上海外国语大学广泛的教师培训模式。这种模式为实地学习和经验提供了重要的机会。同样，教师准备和培训将强调强大的教学和STEM学科内容知识，并将结合文化响应课程以及多样性，公平性和包容性（DEI）课程和活动。这种方法将使德克萨斯州农村和郊区以及全国其他地区的高需求学校能够为他们的K-12学生提供坚实和包容性的STEM教育，从而帮助这些学生为STEM职业做好准备。第四个目标是发展对项目目标方面项目组成部分有效性的理解，以及通过教育研究和混合方法项目评估提供形成性和总结性反馈。与此同时，项目成果和经验教训将通过在当地场所、区域和国家会议以及项目网络上的几次小组介绍来传播。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。

This project aims to serve the national need for preparing and retaining highly qualified secondary mathematics and science teachers who are prepared to teach in high-need suburban and rural schools. The project will partner with seven independent school districts in the Sam Houston State University (SHSU) general geographic area with a primary partner being the Huntsville Independent School District. Additional partners include other school districts in the surrounding area and two community colleges from the Lone Star College (LSC) system, namely LSC-Montgomery and LSC-Tomball. An underlying aim of the project is to strengthen pathways from community colleges to a four-year STEM degree and teaching licensure while, at the same time, increasing the number of certified male teachers who reflect the demographics of the African American and Hispanic students served in high-need school districts in Texas in the vicinity of SHSU. This project will provide scholarships along with academic and co-curricular support to thirty-nine (39) STEM students who are majoring in SHSU's College of Science and Engineering Technology with majors in computer science, chemistry, engineering technology, geology, mathematics, physics, or astronomy. Important consideration will also be given to students in the LSC system who are transferring to one of these majors at SHSU. The project will be guided by a Culturally Responsive-Sustaining (CR-S) theoretical framework. Using the CR-S framework, prospective teachers will learn strategies to create student-centered learning environments, prepare students for rigorous and independent learning, elevate marginalized voices, and empower students to work as agents of social change in STEM.Several goals guide the execution of this project. The first goal is to recruit and prepare thirty-nine (39) pre-service teachers to become certified secondary STEM teachers. These Noyce Scholars will earn a double major with the additional major in education complementing a STEM major. In turn, the project will address critical teacher shortages in high-need schools in the SHSU geographic area. For a second goal, over the 5-year duration of the project, a project intent is that at least 40% percent of the Noyce Scholars will be African American and/or Hispanic males and at least 35% will be transfer students that emanate from community college partners. As a corollary to this goal, the project will utilize a national "Call Me Mister" model while partnering with SHSU's Establishing Leadership In & Through Education (ELITE) program - a Minority Male Program for Black and Hispanic Males for whom special academic support and peer mentoring are provided. Third, the project will provide financial, academic, and co-curricular support to assure that the new teachers are well-prepared to teach and meet students' needs in high-need schools in suburban and rural Texas. In the process, the project will incorporate SHSU's extensive residency model for teacher preparation. This model provides important opportunities for field-based learning and experiences. Likewise, teacher preparation and induction will emphasize strong pedagogical and STEM discipline content knowledge and will incorporate a culturally responsive curriculum along with a diversity, equity, and inclusion (DEI) curriculum and activities. This approach will enable high-need schools in rural and suburban Texas and other areas nationwide to provide their K-12 students with a solid and inclusive STEM education, thereby helping to prepare many of these students for STEM careers. A fourth goal is to develop an understanding of the effectiveness of project components with respect to project goals as well as to provided formative and summative feedback through education research and mixed methods project evaluation. In concert with this, project outcomes and lessons learned will be disseminated through several panel presentations at local venues, regional and national conferences, and project networks. 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.