Howard University Science Teacher Certification Program (HU-STCP)

霍华德大学科学教师认证计划（HU-STCP）与乔治王子社区学院合作，将解决全国对更多未被充分代表的STEM人才从事教学事业的需求。这个能力建设项目特别致力于改善大学和K-12教育环境中少数民族学生的科学教学。HU-STCP能力建设计划设计的预期结果包括：(1)实施教师认证计划，培养高素质的生物和化学教师；(2)强调强调真实科学指导的创造性教学实践的课程；(3)早期实地工作机会。HU-STCP能力建设项目的影响将增加城市学校系统中少数民族STEM教育工作者的数量，以及大学、学区和STEM专业人员之间的合作。能力建设项目的目标包括：(1)为为期一年的强化教师认证项目制定新课程和教师认证要求，以及(2)制定招聘和保留计划，为获得生物和/或化学领域教师执照的学士学位后候选人做好准备。HU-STCP项目将采用探究和基于问题的学习方法，促使教师候选人培养批判性思维、解决问题的能力和协作技能，这些技能是在城市课堂上开展真实、科学的学习体验所必需的。探究和基于问题的学习方法将为城市K-12教育环境中的少数民族学生提供一个框架，将传统的课堂活动转化为独特的科学相关体验。此外，本项目将进一步探讨教师知识、优质教学与学生科学成绩之间的关系和影响。HU-STCP项目在形成性评估和总结性评估中结合了定量和定性数据，以衡量在能力建设期间产生的成果、经验教训和有效战略。

The Howard University Science Teacher Certification Program (HU-STCP) in collaboration with Prince George's Community College will address the national need for more underrepresented STEM talent who pursue careers in teaching. This capacity building project specifically strives to improve science teaching and learning among minority students in both college and K-12 settings. The intended outcomes of the HU-STCP capacity building program design include: (1) the implementation of a teacher certification program that prepares highly qualified biology and chemistry teachers (2) coursework that emphasizes creative pedagogical practices that emphasize authentic science instructions and (3) early field work opportunities. The impact of the HU-STCP capacity building project will grow the number of minority STEM educators in urban school systems as well as the collaborations between universities, school districts, and STEM professionals. The goals of capacity building project include (1) development of new courses and teacher certification requirements for a one-year intensive teacher certification program, and (2) development of recruitment and retention plans that prepare post-baccalaureate candidates for teacher licensure in the fields of biology and/or chemistry. The HU-STCP project will use inquiry and problem-based learning approaches to engage teacher candidates in promoting critical thinking, problem solving, and collaborative skills needed to conduct authentic, scientific learning experiences in urban classrooms. Inquiry and problem-based learning approaches will provide a framework to convert traditional classroom activities into unique science related experiences for minority students in an urban K-12 educational setting. In addition, this project will further explore the relationship and affects between teacher knowledge, quality instruction, and student achievement in science. The HU-STCP project combines a mix of quantitative and qualitative data in formative and summative assessments to measure outcomes, lessons learned and effective strategies that emerge during the capacity building period.