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

通过社区合作伙伴关系增加高需求学区非裔美国人和西班牙裔 STEM 教师的代表性

• 批准号: 2243443
• 负责人: Valeece Simmons-Davis
• 金额: $ 144.97万
• 依托单位: Sam Houston 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: 2023-04-01 至 2028-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243443&HistoricalAwards=false
• 关键词: Increasing; Representation; African; American; Hispanic

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.

该项目旨在满足国家培养和留住高素质的中学数学和科学教师的需要，这些教师准备在高需求的郊区和农村学校任教。该项目将与萨姆休斯顿州立大学（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星星学院（LSC）系统的两所社区学院，即LSC蒙哥马利和LSC汤博尔。该项目的一个根本目标是加强从社区学院到四年制STEM学位和教学许可证的途径，同时增加经认证的男性教师的数量，这些教师反映了在SHSU附近的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。该项目将提供奖学金沿着与学术和课外支持三十九（39）干谁是在科学和工程技术与计算机科学，化学，工程技术，地质，数学，物理学，或天文学专业的学生。重要的考虑也将给予学生在LSC系统谁是转移到这些专业之一在SHSU。该项目将以文化响应-维持（CR-S）理论框架为指导。使用CR-S框架，未来的教师将学习策略，以创造以学生为中心的学习环境，为学生进行严格和独立的学习做好准备，提升边缘化的声音，并使学生能够成为STEM社会变革的推动者。第一个目标是招聘和培养三十九（39）名职前教师成为合格的中学STEM教师。这些诺伊斯学者将获得双专业与教育补充STEM专业的额外专业。反过来，该项目将解决SHSU地理区域内高需求学校的严重教师短缺问题。对于第二个目标，在该项目的5年期间，项目意图是至少40%的诺伊斯学者将是非洲裔美国人和/或西班牙裔男性，至少35%将是来自社区学院合作伙伴的转学生。作为这一目标的必然结果，该项目将利用国家“叫我先生”模式，同时与SHSU的建立领导通过教育（精英）计划-少数民族男性黑人和西班牙裔男性方案合作，为他们提供特殊的学术支持和同行指导。第三，该项目将提供财政、学术和课外支持，以确保新教师做好充分准备，在德克萨斯州郊区和农村的高需求学校教书，满足学生的需求。在这个过程中，该项目将纳入SHSU的广泛的教师培训居住模式。这一模式为实地学习和积累经验提供了重要机会。同样，教师准备和入职培训将强调强大的教学和STEM学科内容知识，并将纳入文化响应课程沿着多样性，公平和包容性（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K-12学生提供坚实和包容性的STEM教育，从而帮助许多学生为STEM职业做好准备。第四个目标是了解项目各组成部分对项目目标的有效性，并通过教育研究和混合方法项目评价提供形成性和总结性反馈。与此同时，将通过在当地地点、区域和国家会议以及项目网络上的几次小组发言，传播项目成果和经验教训。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。