Building Capacity to Prepare STEM Majors to Become STEM Educators

培养STEM专业学生成为STEM教育者的能力建设项目是太平洋路德大学(PLU)的一个能力建设项目，旨在为Noyce Track 1提案做准备。该项目的主要目标包括建设机构能力，培养高技能的K-12 STEM教师，特别是为边缘化社区服务，以及深化与周围学区的伙伴关系。该项目旨在开发一门本科课程，加深职前教师对STEM内容和教学法的了解。作为新课程的一部分，职前教师将在文化和语言多元化的公立学校获得实地经验。职前教师导师将接受关于如何最好地促进STEM教学发展的培训。该项目还将创建一个资源库，其中包括课程材料和与STEM有关的多样性响应文献，供巴解组织学生和当地学校合作伙伴使用。该项目旨在通过以下方式培养培养高素质STEM教师的能力：(I)通过咨询委员会与当地和地区伙伴关系进行强有力的合作；(Ii)通过响应文化的课程让不同的学生群体参与STEM的学习。参加该项目的职前教师将是所有STEM学科的本科生，包括生物、化学、物理、地球科学、数学和计算机科学。该项目将开发一门跨学科的研究型课程，其中包括K-8课堂经验，以加深学生对科学内容和教育学的知识。通过发展跨学科伙伴关系，学生将与当地K-12教师共同计划和教授科学课程。学生现场实习将在三个当地学区(塔科马、富兰克林·皮尔斯和克洛弗公园)进行，这些学区服务于受贫困影响社区的不同学生群体，并正在有意建设STEM教学能力。PLU和当地学区之间的互惠伙伴关系有可能为PLU的学生带来真正的学校和大学体验。除了对职前教师知识的影响外，这些经验还旨在加强学区学生的STEM教育，促进学校与大学STEM的合作，加强学校和PLU的教与学，并为本地教师提供新的材料和智力资源。咨询委员会将包括来自普吉特湾教育服务区、史密森科学教育中心计划(科学教育改革的领导和支持)的董事会、PLU教职员工和系统生物学研究所的成员。通过以设计为基础的研究(DBR)方法，该项目旨在产生关于如何利用合作创建有效的STEM重点课程、改进教师准备和发展以及促进互利合作伙伴关系的知识。带来变化的DBR方法涉及实现设计、实现、分析和重新设计的多次迭代。该项目是在DBR环境中收集和分析数据的第一次迭代，例如观察、调查和学生反思。传播工作将集中于在STEM和教育会议上以及在地区和国家的科学教育和教师教育杂志上分享该项目的成果。该奖项反映了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 Building Capacity to Prepare STEM Majors to Become STEM Educators project is a Capacity Building project at Pacific Lutheran University (PLU), in preparation for a Noyce Track 1 proposal. The project's primary goals include building institutional capacity to produce highly skilled K-12 STEM teachers, particularly for service in marginalized communities, as well as deepening partnerships with surrounding school districts. The project aims to develop an undergraduate course that will deepen preservice teachers' knowledge of STEM content and pedagogy. As a part of the new course, preservice teachers will have field experiences in culturally and linguistically diverse public schools. Preservice teacher supervisors will receive training on how to best foster STEM teaching development. The project will also create a resource library with curriculum materials and STEM related diversity-responsive literature for use by PLU students and local school partners. This project seeks to build capacity to prepare highly qualified STEM teachers through (i) strong collaborations with local and regional partnerships via an advisory board and (ii) the engagement of diverse student populations in STEM learning through culturally responsive curriculum. Preservice teachers participating in the project will be undergraduates from all STEM disciplines including biology, chemistry, physics, geosciences, mathematics, and computer science. The project will develop an interdisciplinary, research-based course that includes K-8 classroom experiences to deepen students' knowledge of science content and pedagogy. Through the development of interdisciplinary partnerships, students will co-plan and teach science lessons with local K-12 teachers. Student field placements will occur in three local school districts (Tacoma, Franklin Pierce, and Clover Park) that serve diverse student populations in poverty affected communities and that are intentionally building their STEM teaching capacity. The mutually beneficial partnership between PLU and local school districts has the potential to result in authentic school and university-based experiences for PLU students. In addition to their impact on preservice teacher knowledge, these experiences aim to enhance STEM education for school district students, foster school-university STEM collaborations, enhance teaching and learning in the schools and PLU, and provide new materials and intellectual resources for local teachers. The advisory board will include members from the Puget Sound Educational Service District, the Board of the Smithsonian Science Education Center's program (Leadership and Support for Science Education Reform), PLU faculty, and the Institute for Systems Biology. Through a design-based research (DBR) approach, this project aims to generate knowledge on how to leverage collaborations to create effective STEM-focused course offerings, improve teacher preparation and development, and foster mutually beneficial partnerships. The DBR approach to bring about change involves implementing multiple iterations of design, implementation, analysis, and redesign. This project is the first iteration that will collect and analyze data such as observations, surveys, and student reflections, within the DBR context. Dissemination efforts will focus on sharing the project's results at STEM and Education conferences as well as in science education and teacher education journals, both regionally and nationally.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.