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素质科学和数学教师方面的能力建设需求。在许多学区，有很高比例的教师在其学科范围外授课。虽然劳动力中对具有STEM背景的人的需求正在增加，但从事STEM教师培训的大学生数量非常少。K-12学生在STEM的成功与具有STEM背景的教师的高质量教学息息相关。为了应对这一问题，该项目将举办一系列研讨会，将大学教职员工与K-12教师和管理人员联系起来，了解未来STEM教师需要哪些知识、技能和其他特征才能成功。其结果将是创建一批准备充分的大学教职员工，向任职前的教师教授STEM内容。学院管理人员将能够通过精心设计的STEM教师培训计划来吸引潜在的大学生进入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谈判桌前讨论教师的需求和能力，从长远来看，这将使STEM教师准备工作更成功。拿撒勒学院的这个项目包括与罗切斯特市学区和希腊中央学区的合作伙伴关系。项目目标包括1)深化与两个地区高需求学区的伙伴关系；2)确定这些学区未来STEM教师所需的知识、技能和性格；3)在拿撒勒制定STEM内容和教育课程的课程、学习经验和作业/评估，以培养未来诺伊斯学者所需的技能、教学知识和性格；4)为拿撒勒教职员工提供专业学习，以支持他们利用上述教学方法；以及5)确定尽可能从这些地区招聘和留住未来教育工作者的最佳方式。编写的课程材料将包括作业、课程或实验活动描述、课程教学大纲以及课程地图和计划。一旦这些成果在课堂上使用，并可能由教师进行改进，传播就可以作为海报演示文稿在STEM教育者会议上进行，或者提交给同行Data Hub--一个由NSF资助的研究数据中心和合作空间，供不同的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。该能力建设项目由罗伯特·诺伊斯教师奖学金计划(NOYCE)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.