Addressing the Midwest Community's STEM Education Needs Together.

该项目旨在通过培训新一代STEM从业者和学者，服务于培养高素质和有效的STEM教师的国家需求。该项目回应了地区和国家对合格STEM教师的短缺，以及对从事STEM教育事业感兴趣的大学生数量的下降。需要做出更多努力来展示教师职业生涯的好处，激励学生继续接受STEM教育，并发展确保新教师长期成功的支持。该项目将实施针对四个学生群体的招生策略：1)可能培养早期对担任STEM教师的兴趣的地区高中学生；2)从克拉克州立学院转学的学生；3)尚未决定职业或职业的维滕贝格大学一年级学生；以及4)维滕贝格大学STEM专业的学生。维滕贝格大学的这个项目包括与斯普林菲尔德城市学区(SCSD)、全球影响STEM学院和克拉克州立学院(CSC)的合作伙伴关系。该项目的目标是(1)在五年内招聘并毕业50名正在攻读生物、化学、物理和数学教师资格的本科生；(2)保留该计划招收的所有原始本科生的90%；(3)将100%的毕业生安置在高需求学区，并通过履行服务义务为这些毕业生提供100%的支持；(4)通过学习助理计划提供机会，以STEM教育工作者的身份参与，从而提高STEM教师候选人的准备意识。项目小组还将对学习助理(LA)计划的有效性进行研究，在该计划中，学生接受培训，以支持大学水平的STEM教室的教学。该团队将比较使用LA的课程和没有LA的课程的学习结果(即成绩和DFW比率)，并对使用LA的班级的学生进行调查。预期LAS可能会导致对课程的更高程度的满意度和理解内容的自我效能感。由此产生的研究成果将分发给STEM和教育界。这个Track 1：奖学金和津贴项目由罗伯特·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 preparing high-quality and effective STEM teachers by training the next generation of STEM practitioners and scholars. The project responds to both regional and national shortages of qualified STEM teachers and the declining number of college students interested in pursuing a career as a STEM educator. More efforts are needed to demonstrate the benefits of a teaching career, incentivize students to pursue STEM education, and develop supports that ensure the long-term success of new teachers. This project will implement recruitment strategies tailored to four student populations: 1) area high school students who may develop an early interest in serving as a STEM teacher; 2) transfer students from Clark State College; 3) first-year Wittenberg University students who have not decided on a career or vocation; and 4) Wittenberg University STEM majors.This project at Wittenberg University includes partnerships with Springfield City School District (SCSD), the Global Impact STEM Academy, and Clark State College (CSC). The project goals are to (1) recruit and graduate 50 undergraduates pursuing teacher licensure in biology, chemistry, physics, and mathematics over the five-year period; (2) retain 90% of all original undergraduates recruited into the program; (3) place 100% of graduates in high-need school districts and support 100% of these graduates through meeting their service obligation; and (4) improve STEM teacher candidates’ sense of preparedness by providing opportunities to engage as STEM educators through the Learning Assistants program. The project team will also undertake a study of the effectiveness of the Learning Assistants (LA) program, in which students receive training to support instruction in college-level STEM classrooms. The team will compare academic outcomes (i.e., grades and DFW rates) in courses that utilize an LA with their prior iterations that did not have an LA and survey students in classes with an LA. The expectation is that LAs might lead to a higher degree of satisfaction with the course and self-efficacy in understanding content. The resulting research will be disseminated to the STEM and education communities. 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.