An Asset Model Approach for Building Capacity in a Rural Region for the Recruitment, Mentoring, and Licensing of Math and Science Preservice Teachers

该项目旨在满足国家培养高素质STEM数学和科学教师的需求。该项目旨在建立能力，建立从高中到科学或数学教师证书的途径，重点是农村地区的学生。该项目将通过实施基于资产的方法，以农村社区在招聘和指导学生以填补STEM教学急需的职位方面的优势为基础，服务于国家利益和Noyce计划的意图。本项目的重要意义在于确定如何利用农村地区的独特优势，为学生从高中到获得STEM教师执照开辟一条途径。这一点很重要，因为全国各地的农村地区都在努力招聘和留住高质量的STEM教师。该项目建议利用当地社区的优势，并实施一系列步骤，为招聘、指导和培养STEM学生获得教师资格提供途径。这包括与当地社区合作，与新成立的两年制大学分校合作，这些分校主要服务于低收入家庭的学生，以及高中生自己对数学和科学的热情。该项目有可能提供有用的信息，以一种不同的、更直接的方式招收学生，以及如何创建从高中到STEM教师认证的途径，以满足对更多高质量科学和数学教师的需求。威斯康星大学普拉特维尔分校是一所综合性的公共机构，该能力建设项目是与威斯康星大学普拉特维尔分校巴拉博索克县分校和威斯康星大学普拉特维尔里士满分校这两个两年制分校合作开展的。该项目的总体目标是创建一个“自我成长”项目，旨在招募有前途的高中毕业生，然后在他们成为高素质的高中STEM教育者的道路上提供创新的、持续的支持。该项目将通过建立伙伴关系、创建以群体为中心的指导计划以及系统地收集和分析数据来实现这一目标。该项目的智力价值包括使用资产模型方法来利用农村社区的优势，招募和支持寻求教育许可的STEM学生。该项目的更广泛影响将为其他机构，特别是那些充满活力的高等教育国家体系中的机构，提供必要的步骤，以创造一条途径，使农村学生能够轻松地从高中过渡到两年制大学，再到四年制大学，然后成为高质量的、有执照的科学或数学教师。将通过审查拟议的能力建设方法的有效性来评估这项工作，该方法将导致未来Noyce提案的创建和提交。调查结果将通过已建立的区域和国家网络传播，重点是提高K-12科学和数学教师的水平。该能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need of producing high quality STEM math and science teachers. This project intends to build capacity to create a pathway from high school to science or mathematics teacher certification with a focus on students in rural locales. This project will serve national interest and the Noyce program’s intent through implementing an asset-based approach that builds upon the strengths of a rural community in the recruitment and mentoring of students to fill much needed positions in STEM teaching. Significant to this project is the identification of how the unique strengths of a rural region can be leveraged to create a pathway for students from high school to STEM teacher licensure. This is important because rural regions across the nation are struggling with recruiting and retaining high quality STEM teachers. This project proposes to both capitalize on the strengths of the local community and to implement a series of steps towards the creation of a pathway to recruit, mentor, and prepare STEM students for teacher certification. This includes working with the local community, the newly aligned two-year college branch campuses that tend to serve primarily low-income students, and high school students’ own enthusiasm for mathematics and science. This project has the potential to provide useful information on a different, more direct approach for recruiting students along with how to create a pathway from high school to STEM teacher certification to address the need for more high-quality science and mathematics teachers. This Capacity Building project at the University of Wisconsin-Platteville, a comprehensive public institution, is in partnership with its two 2-year branch campuses, UW-Platteville Baraboo Sauk County and UW-Platteville Richmond. The project’s overarching goal is to create a “grow-your-own” program, designed to recruit promising high school seniors, and to then provide innovative, continual support as they travel on the path to becoming highly-qualified high school STEM educators. The project will achieve this by building partnerships, creating a cohort-centered mentoring program, and systematically gathering and analyzing data. The project’s intellectual merit includes the use of an asset model approach to leverage the strengths of a rural community in the recruiting and supporting of STEM students seeking education licensing. The project’s broader impacts will provide other institutions, particularly those in a dynamic post-secondary state system, the steps necessary for creating a pathway that eases rural students’ transition from high school, to a two-year institution, to a four-year institution, then to the classroom as high-quality, licensed science or mathematics teachers. The work will be evaluated by examining the effectiveness of the proposed Capacity Building approach that leads to the creation and submission of a future Noyce proposal. The findings will be disseminated through established regional and national networks focused on improving science and mathematics K-12 teachers. This Capacity Building 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 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.