The STEM teacher pipeline: building capacity through intra-university cooperation and external partnerships with high schools and 2-year colleges

在NSF Robert Noyce教师奖学金计划的能力建设资金支持下，中西部州立大学(MSU)的一个团队将与Weatherford学院、德克萨斯州中北部学院和德克萨斯州未来教育者协会(TAFE)合作，解决德克萨斯州对K-12 STEM教师的需求。该项目将促进对STEM感兴趣的学生进入教师职业的招聘，并加强密歇根州立大学科学与数学学院(COSM)、密歇根州立大学戈登·T和艾伦·韦斯特教育学院(WCOE)、地区高中以及合作的两年制学院之间的关系。具体地说，该项目将评估人们对STEM中学教师认证的兴趣和感受到的挑战，加强对STEM本科生的招聘和建议材料，并通过当地的TAFE分会与高中建立正式关系。该项目将通过对多个群体(高中生、两年制大学生、密歇根州立大学STEM专业、在职教师和在职教师)的广泛数据收集和分析，为知识库做出贡献，以了解人们对中学STEM教育的兴趣和追求职业生涯的障碍。这项研究的数据将对STEM教师教育项目有用，因为他们努力解决教师短缺问题。该项目还将评估通过链接课程的学习社区模式加强教育教员和STEM教员之间关系的创新战略。此外，更好地理解衔接协议和学位完成计划的成功和影响，将有助于改善大学和两年制学院之间的重要关系。

With capacity-building funding from the NSF Robert Noyce Teacher Scholarship Program, a team at Midwestern State University (MSU) will address the need for K-12 STEM teachers in Texas by partnering with Weatherford College, North Central Texas College, and the Texas Association of Future Educators (TAFE). The project will improve the recruitment of STEM-interested students to the teaching profession and strengthen relationships among the MSU College of Science & Mathematics (COSM), the MSU Gordon T. & Ellen West College of Education (WCOE), area high schools, and the partnering two-year colleges. Specifically, the project will assess the interest in and perceived challenges of secondary teacher certification in STEM, enhance the recruitment and advising materials available to undergraduate STEM students, and create formal relationships with high schools through their local TAFE chapters. This project will contribute to the knowledge base through extensive data collection and analysis across multiple groups (high school students, two-year college students, MSU STEM majors, current preservice and in-service teachers) to understand the interest in and barriers to pursuing a career in secondary STEM education. Data from this research will be useful to STEM teacher education programs as they strive to address teacher shortages. This project will also evaluate the innovative strategy of strengthening relationships between education faculty and STEM faculty through the learning communities model of linked courses. Furthermore, improved understanding of the success and impact of articulation agreements and degree completion programs will help improve upon the important relationships between universities and two-year colleges.