Preparing Effective STEM Teachers by Advancing the Cultural and Computational Engagement of STEM Scholars

该项目旨在服务于为高需求学区培养高素质STEM教师的国家需求，重点是计算机科学教师。通过与理工学院以及计算机科学和物理系的合作，该大学的STEM教师培训计划将创建一条培养中等STEM教师的渠道。该项目旨在提供一门以探究为基础的计算机科学教育课程，在该课程中，职前教师将学习计算工具，以及如何将这些工具融入他们未来将教授的STEM课程。该项目将招聘STEM专业的学生从事教学工作，并为未来的教师提供经济和其他支持。这些诺伊斯学者将可以进入一个教师兴趣小组，以帮助在学者中建立社区。该兴趣小组还将提供支持和参与社区活动的机会，这些活动将在不同的社区背景下采用响应文化的方法。休斯顿大学的这个项目包括与当地独立学区的合作，包括奥尔丁、阿里夫、阿尔文、赛费尔、本德堡、休斯顿、凯蒂、帕萨迪纳和斯普林分校。在五年的时间里，它的目标是培养30名高素质的STEM教师，在大休斯顿和全国的高需求学区任教。该计划将使用一种独特的文化响应程序来招收计算机科学、物理和技术专业的本科生。技术专业是被认可的；机械工程技术专业将与物理和计算机科学专业一起成为目标。这些STEM专业的学生将准备成为中等STEM教师，他们将有潜力培养一支多样化的STEM劳动力队伍，并解决社会面临的技术和计算问题。此外，师范教育课程将融入响应文化的教育学，使教师做好准备，帮助他们的学生在STEM职业与解决地方和国家问题之间建立直接联系。研究人员将评估在诺伊斯学者选拔和培训中纳入文化响应重点对STEM教育者的生产、教学和坚持不懈的影响。此外，他们将研究为所有STEM专业开发的课程和课程作为计算机科学教育学课程如何鼓励和积极影响本科生，特别是未得到充分服务的有色人种学生的职业道路。从这个项目中获得的知识将通过演讲、演示和期刊出版物进行传播。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。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。

This project aims to serve the national need of preparing high-quality STEM teachers for high-need school districts, with an emphasis on computer science teachers. Through a partnership with the College of Technology and the Departments of Computer Science and Physics, the University's STEM teacher preparation program will create a pipeline for preparing secondary STEM teachers. The project aims to provide an inquiry-based computer science education course in which pre-service teachers will learn computational tools, as well as how to integrate them into the STEM courses they will teach in the future. The project will recruit STEM majors to pursue teaching careers and provide the future teachers with financial and other supports. These Noyce Scholars will have access to a Teacher Interest Group to help build community among the Scholars. This interest group will also provide support and opportunities to participate in community events that incorporate culturally responsive approaches in a diverse community context. This project at the University of Houston includes partnerships with local independent school districts including Aldine, Alief, Alvin, Cy-Fair, Fort Bend, Houston, Katy, Pasadena, and Spring Branch. Over a five-year duration, it aims to produce 30 highly qualified STEM teachers to teach in high-need school districts in Greater Houston and the nation. The program will use a unique culturally responsive process to recruit undergraduates in computer science, physics, and technology. The technology major is ABET accredited; Mechanical Engineering Technology majors will be targeted along with physics and computer science majors. These STEM majors will be prepared to become secondary STEM teachers who will have the potential to prepare a diverse STEM workforce and address technical and computational issues facing society. Moreover, teacher education courses will be infused with culturally responsive pedagogy to prepare teachers to help their students make direct connections between STEM careers and addressing local and national issues. Researchers will evaluate the impact of including a culturally responsive emphasis in Noyce Scholar selection and training on the production, teaching, and persistence of STEM educators. In addition, they will examine how a course and curriculum developed for all STEM majors as a computer science pedagogy course might encourage and positively influence the career paths of undergraduates, especially underserved students of color. Knowledge gained from this project will be disseminated through presentations, demonstrations, and journal publications. 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 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness 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.