Revitalizing STEM Education: Recruiting & Cultivating Teachers for Rural and Underserved Communities

该项目的主要目标是解决全国合格数学和科学教师短缺的问题，特别是在农村和服务不足的学校系统。这些地区最难吸引和留住熟练的STEM教育工作者，往往求助于缺乏适当资格的替代者或教师。为了解决这个问题，该项目提供财政援助，加快教师认证的途径，并为这些服务不足的环境中的学生量身定制创新战略。未来的教师可以在接受强化STEM教师培训的同时攻读数学或科学学位，从而快速获得教师认证。这一综合性举措旨在招募对教学感兴趣的STEM专业学生，为他们提供STEM内容、教学方法和更多实践经验方面的专门培训，以更好地为课堂做准备，并全面加强STEM教育。西亚拉巴马大学（UWA）的这一项目包括与一所两年制院校的合作伙伴关系：沿海亚拉巴马社区学院;以及与农村高需求的K-12学区、大学特许学校和萨姆特县学区的合作，这两个学区都位于高度贫困的亚拉巴马州萨姆特县。该项目的总体目标包括：1）在五年内从西澳大学的数学，科学和计算机科学课程中招募和认证29名新的STEM教师; 2）通过受人尊敬的西澳大学教学专家教师的指导，为有抱负的教育工作者营造高度支持的氛围，以及3）实施一项旨在持续发展主题理解和教学实践的入门计划。该项目采用混合方法研究方法，将调查和数据库的定量数据与半结构化访谈的定性见解相结合。关键的研究问题包括评估项目经验对西澳大学STEM专业学生在服务水平低下的学校教学的兴趣的影响，以及他们在与来自这些社区的K-12学生接触时的有效性。此外，它还考察了该项目在招募和留住学者和研究员方面的成功，争取达到80 - 90%的完成率，以满足STEM认证要求。同样，它调查了感应程序的毕业生的感知有效性。该项目采用响应式评估模型，通过不断收集和分析数据，实现年度报告和必要的计划调整，以适应不断变化的需求。智力价值在于为招聘，教育和支持STEM教师而开发的最佳实践模型，因为他们面临着困扰服务不足学校的日常挑战。更广泛的影响旨在通过培养更多愿意在服务不足的学校服务的合格STEM教师来提升后代，最终加强那些经常无法获得合格教育工作者的儿童的教育。随后，预计进入中学后教育机构STEM专业的学生数量和素质将增加，启动对STEM教育的积极和可持续的支持周期。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。

The project's primary objective is to address the national shortage of qualified math and science teachers, particularly prevalent in rural and underserved school systems. These areas struggle the most to attract and retain skilled STEM educators, often resorting to substitutes or teachers lacking proper qualifications. To tackle this, the project offers financial aid, an accelerated path to teacher certification, and innovative strategies tailored for students in these underserved settings. Prospective teachers can pursue a math or science degree while undergoing intensive STEM teacher training, leading to a swift pathway to teacher certification. This comprehensive initiative targets recruiting STEM majors interested in teaching, providing them with specialized training in STEM content, teaching methodologies, and increased practical experiences to better equip them for the classroom and to enhance STEM education overall.This project at The University of West Alabama (UWA) includes partnerships with a two-year institution; Coastal Alabama Community College; as well as collaborations with rural high-need K‐12 school districts, University Charter School and Sumter County School District both located in the highly impoverished Sumter County, Alabama. The project's overarching goals encompass 1) recruiting and certifying 29 new STEM teachers over five years from UWA's math, science, and computer science programs; 2) fostering a highly supportive atmosphere for aspiring educators, through mentorship by esteemed UWA‐Teach expert faculty, and 3) implementing an induction program for continued development of subject matter comprehension and pedagogical practices. The project employs a mixed methods research methodology, combining quantitative data from surveys and databases with qualitative insights from semi‐structured interviews. Key research questions include assessing the impact of project experiences on UWA STEM majors' interest in teaching in underserved schools and their efficacy in engaging with K‐12 students from these communities. Additionally, it examines the project's success in enlisting and retaining scholars and fellows, striving for an 80‐90% completion rate in meeting STEM certification requirements. Likewise, it investigates the perceived effectiveness of the induction program for its graduates. Employing a responsive evaluation model, the project adapts to evolving needs by continuously gathering and analyzing data, enabling annual reporting and necessary program adjustments. The intellectual merit lies in the model of best practices developed for recruiting, educating, and supporting STEM teachers as they face the everyday challenges that plague underserved schools. The broader impact aims to elevate future generations by producing more qualified STEM teachers willing to serve in underserved schools, ultimately enhancing the education of children who often lack access to well‐qualified educators. Subsequently, the expectation is that the number and caliber of students entering postsecondary institutions as STEM majors will increase, initiating a positive and sustainable cycle of support for STEM education. 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.