STEM Advancement through Collaboration in STEM Teacher Preparation

该项目旨在满足国家培养高素质STEM教师的需求，为高需求学校服务并坚持下去。在高需求学校中，STEM教师的留任和有效性会受到教师和学生之间文化差异的影响。该项目旨在招募和培养30名中学STEM教师，在马萨诸塞州的高需求学校教授生物、数学、化学或普通科学。这些STEM教师的准备工作将包括内容专业知识的发展和包容性教学技能的发展，以弥合文化差异，在STEM背景下维持学生的文化认同。该项目包括创新实践，让大学STEM教师与中学STEM教师和学生合作，在高需求的STEM教室共同教学，以促进相互学习。韦斯特菲尔德州立大学（WSU）的这个项目旨在与高需求的霍利奥克和斯普林菲尔德公立学区合作。项目目标包括：1)增加WSU STEM中等教育执照项目对STEM专业学生的招聘；2)增加STEM教师毕业并被安置在该地区的高需求学校；3)加强WSU中学STEM教师准备课程，以更好地为有抱负的STEM教师做好准备，在文化多样化、高需求的教室中服务；4)在有抱负、正在实践和早期职业生涯的中学STEM教师和WSU教授之间建立一个实践社区。该项目旨在为四组7-8名主修生物、数学、化学或普通科学的STEM本科生招募并提供为期两年的奖学金，共计30名本科生，为期五年。外部评估旨在为项目提供迭代反馈，并产生关于将社会正义框架纳入STEM教师准备的有效方法的新知识。项目成果的传播有可能影响其他机构的二级STEM教师培训项目。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce项目支持有才华的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。

The project aims to serve the national need to prepare high-quality STEM teachers to serve and persist in high-need schools. STEM teacher retention and effectiveness in high-need schools can be influenced by cultural differences between teachers and students. The project aims to recruit and prepare 30 secondary STEM teachers to teach biology, mathematics, chemistry, or general science in high-need schools in Massachusetts. The preparation of these STEM teachers will include development of content expertise and development of inclusive teaching skills to bridge cultural differences that sustain students’ cultural identities in the context of STEM. The project includes the innovative practice of engaging university STEM faculty in co-teaching in high-need STEM classrooms in collaboration with secondary STEM teachers and students to promote mutual learning.This project at Westfield State University (WSU) aims to partner with the high-need Holyoke and Springfield Public School Districts. Project goals include: 1) increased recruitment of STEM majors into WSU STEM secondary education licensure programs; 2) increased STEM teachers graduated and placed in high-need schools in the region, 3) enhanced WSU secondary STEM teacher preparation courses to better prepare aspiring STEM teachers to serve in culturally diverse, high-need classrooms, and 4) establishment of a community of practice among aspiring, practicing ,and early career secondary STEM teachers and WSU professors. The project aims to recruit and provide two-year scholarships for four cohorts of 7-8 undergraduate STEM students majoring in biology, mathematics, chemistry, or general science, for a total of 30 undergraduate scholars over five years. External evaluation aims to provide iterative feedback to the project and to generate new knowledge about effective approaches to incorporating social justice frameworks into a STEM teacher preparation. Dissemination of project results has the potential to influence secondary STEM teacher preparation programs at other institutions. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Project (Noyce). The Noyce project 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.