Developing STEM Educators with Resilience, Vision, and Expertise for Teaching in High-Need Schools

这个轨道1罗伯特·诺伊斯教师奖学金计划项目在多恩大学的目的是通过生产25个认证的STEM教师的技能，有效地在高需求的学区教学，并坚持自己的职业，以应对内布拉斯加州高效的科学和数学教师的迫切需求。项目活动旨在：1）增加从事中学教学的STEM专业和STEM专业人员的数量; 2）改善教师的准备，特别是在高需求学校教学; 3）增加STEM教育毕业生在高需求学校任教并继续任教的人数。为了实现这些目标，该项目旨在帮助未来的教师获得深入的内容知识，并参与独立的研究经验。 该项目还旨在帮助未来的教师学习具体的教学技能，发展社会知识，并获得在高需求学校教学的文化能力。该项目将采用基于证据的策略和经过验证的最佳实践，包括增加课堂体验，严格的STEM研究经验，涉及高需求学校合作伙伴的研讨会计划，联合咨询，增强辅导经验，以及为新教师提供支持计划。作为该项目的一部分，Doane将与内布拉斯加州城市，郊区和农村的高需求地区合作，具体如下：克里特公立学校、费尔伯里公立学校、林肯公立学校、Minatare公立学校、Niobrara公立学校和Wilber-Clatonia公立学校。STEM专业人员和生物学，生物化学，化学，环境科学和数学的本科专业将被招募到该计划中。PI将调查如何以及在多大程度上增加时间在高需求的学校，课程和研讨会集中在高需求的学校问题，提高中学教师的准备。他们还将调查联合咨询，加强辅导和研究生支持在多大程度上提高了高需求学校的教学持续性。项目执行人将通过在同行评审的期刊上发表文章以及在会议、研讨会、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进行评估，被认为值得支持审查标准。

This Track 1 Robert Noyce Teacher Scholarship Program project at Doane University aims to respond to the critical need for highly-effective science and mathematics teachers in Nebraska by producing twenty-five certified STEM teachers with the skills to teach effectively in high-need school districts and persist in their profession. The project activities are designed to: 1) increase the number of STEM majors and STEM professionals who pursue secondary teaching; 2) improve the preparation of teachers, specifically for teaching in high-need schools; and 3) increase the number of STEM education graduates who teach and remain teaching in high-need schools. To accomplish these goals, the project aims to help the prospective teachers gain in-depth content knowledge, and participate in independent research experiences. The project also aims to help prospective teachers to learn specific instructional skills, develop social knowledge, and gain cultural competencies for teaching in high-need schools. The project will use evidence-based strategies and proven best practices that include increased classroom experiences, rigorous STEM research experiences, a seminar program involving high-need school partners, joint advising, enhanced mentoring experiences, and support programs for new teachers.As part of the project, Doane will partner with high-need districts in urban, suburban, and rural Nebraska, specifically: Crete Public Schools, Fairbury Public Schools, Lincoln Public Schools, Minatare Public Schools, Niobrara Public Schools, and Wilber-Clatonia Public Schools. STEM professionals and undergraduate majors in biology, biochemistry, chemistry, environmental science, and mathematics will be recruited to the program. The PIs will investigate how and to what extent increased time in high-need schools, coursework, and seminars focused on high-need school issues enhance the preparation of secondary teachers. They will also investigate the degree to which joint advising, enhanced mentoring, and post-graduate support improve persistence in teaching in high-need schools. The PIs will disseminate information about the results of the project and project activities through publication in peer-reviewed journals and conferences, seminars, and workshops so other teacher preparation programs can replicate or adapt these activities to address the unique needs of their communities.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.