Catalyzing STEM Education: Bringing K-12 Educators, College STEM and Education Faculty together to recruit, prepare, and retain future STEM educators

该项目旨在满足国家在高需求地区培养高质量科学和数学教师的能力建设需求。在许多地区，有很高比例的教师在他们的学科领域之外教书。虽然劳动力对STEM背景的人的需求正在增加，但追求STEM教师准备的大学生数量非常低。K-12学生在STEM方面的成功与具有强大STEM背景的教师的高质量教学有关。 为了解决这个问题，该项目将举办一系列研讨会，将大学教师与K-12教师和管理人员联系起来，以了解未来STEM教师成功所需的知识，技能和其他特征。其结果将是创建一个大学教师小组，为职前教师教授STEM内容做好充分准备。然后，大学管理人员将能够通过精心设计的STEM教师准备计划吸引未来的大学生进入STEM教育领域。这项工作的前提是，让教师、大学教职员工和管理人员坐在一起讨论教师的需求和能力，从长远来看，这将使STEM教师准备更加成功。拿撒勒学院的这个项目包括与罗切斯特市学区和希腊中心学区的合作伙伴关系。项目目标包括：1）深化与两个区域性高需求学区的伙伴关系; 2）确定这些地区未来STEM教师所需的知识，技能和性格; 3）在拿撒勒开发课程，学习经验和作业/评估，无论是STEM内容还是教育课程，都将培养未来诺伊斯学者所需的技能，内容知识和性格; 4）为拿撒勒教师提供专业学习，以支持他们利用所述的教育;和5）确定最好的方法来招聘和留住未来的教育工作者，从和为这些地区在可能的情况下。开发的课程材料将包括作业，课程或实验活动描述，课程大纲，课程地图和计划。一旦这些可交付成果在课堂上使用，并可能由教师完善，传播可以发生在STEM教育者会议上的海报演示或提交给同行数据中心，“扩大STEM教育研究的合作伙伴关系”一个NSF资助的“研究数据中心和协作空间，用于不同的STEM教育研究社区，通过分享创新的想法，方法和工具来建立和推进知识。这个能力建设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。

The project aims to serve the national need of building capacity in preparing high-quality science and math teachers in high-need districts. In many districts, there is a high percentage of teachers who teach outside of their subject area. While the demand for people with STEM backgrounds in the workforce is increasing, the number of college students pursuing STEM teacher preparation is very low. K-12 student success in STEM is linked to high quality instruction by teachers who have strong STEM backgrounds. In order to counter this problem, this project will run a series of workshops to connect college faculty with K-12 teachers and administrators to understand what knowledge, skills, and other characteristics future STEM teachers need to be successful. The outcome will be the creation of a group of college faculty well-prepared to teach STEM content to pre-service teachers. College administrators will then be able to attract prospective college students to the field of STEM education with a well-deigned STEM teacher preparation program. The premise of this work is that getting teachers, college faculty, and administrators at the table to discuss teachers' needs and abilities will make STEM teacher preparation more successful in the long run.This project at Nazareth College includes partnerships with the Rochester City School District and Greece Central School District. Project goals include 1) deepening partnerships with two regional high-need school districts; 2) ascertaining the knowledge, skills, and dispositions those districts need in future STEM teachers; 3) developing curriculum, learning experiences, and assignments/assessments at Nazareth, both in STEM content and Education classes that will develop the requisite skills, content knowledge, and dispositions in future Noyce Scholars; 4) providing professional learning for Nazareth faculty to support their utilization of said pedagogies; and 5) identifying the best ways to recruit and retain future educators, from and for those districts when possible. Curricular materials developed will include assignments, lessons or lab activity descriptions, course syllabi, and curricular maps and plans. Once these deliverables are used in the classroom and likely refined by the instructors, dissemination can occur as poster presentations at STEM educator conferences or submitted to Peers Data Hub, “Partnerships for Expanding Education Research in STEM” an NSF-funded “research data hub and collaborative space for diverse STEM education research communities to build and advance knowledge through sharing innovative ideas, methods, and tools.” This Capacity Building 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.