A Community College-Directed Capacity Building Project to Increase Certified Secondary School Science, Mathematics, and Technology Teachers

该项目旨在满足国家建设能力的需要，以增加高技能、有执照的STEM高中教师的数量。为此，该项目打算为从高中到社区大学再到STEM教师认证的途径奠定基础。该项目的一个重要预期贡献是确定来自低社会经济背景的农村高中学生成为持牌STEM高中教师所面临的障碍。这些信息很重要，因为该项目将首先投入时间来了解社区和学生的需求和面临的挑战。一个关键的项目活动将是在当地学区、四年制院校和领导这项工作的社区学院之间建立必要的关系。这个能力建设项目预计将产生一个轨道1诺伊斯建议，将支持学生从高中，通过当地社区学院，四年制机构获得他们的高中STEM教学许可证。 该项目由克拉马斯社区学院（KCC）领导，这是一所两年制开放式公立中学后教育机构。KCC与综合性公立大学南俄勒冈州大学（SOU）和公立四年制理工学院俄勒冈州理工学院（OIT）以及当地教育机构合作。该项目旨在为高中、社区大学或四年制院校的学生创造一条“自己成长”的道路，使他们成为俄勒冈州中南部农村地区有执照的中学STEM教育工作者。它将进行需求评估，建立正式的伙伴关系，包括双招生和衔接协议，并系统地收集和分析数据，以指导创建中等STEM教育工作者许可的途径。该项目的智力价值包括了解社区学院在确定和解决当地农村社区STEM高中教师需求方面的作用，贫困率几乎是全国平均水平的两倍。 该项目更广泛的影响包括有可能激励其他社区学院参与类似努力的能力建设。项目成果包括评估目前招聘本科生成为STEM高中教师的做法。该项目打算通过地方和国家渠道传播研究结果，包括侧重于STEM教师教育的会议。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值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 building the capacity to increase the number of highly skilled, licensed STEM high school teachers. To do so, the project intends to lay the foundation for a pathway from high school through community college to STEM teacher certification. An important expected contribution of this project is identification of barriers facing rural high school students from low socioeconomic backgrounds to become licensed STEM high school teachers. This information is important because the project will first invest time in understanding the needs and the challenges facing the community and the students who will be served by this pathway. A key project activity will be building the necessary relationships among the local school districts, four-year institutions, and the community college leading the effort. This Capacity Building project is expected to yield a Track 1 Noyce proposal that will support students from high school, through a local community college, to four-year institutions to obtain their high school STEM teaching license. This project is led by Klamath Community College (KCC), a two-year, open access, public post-secondary institution. KCC is partnering with Southern Oregon University (SOU), a comprehensive, public university, and the Oregon Institute of Technology (OIT), a public, four-year polytechnical college, as well as local educational agencies. The project aims to create the infrastructure for a “grow-your-own” pathway for students in high school, community college, or four-year institutions to become licensed secondary school STEM educators for rural South-Central Oregon. It will conduct a needs assessment, create formalized partnerships including dual-enrollment and articulation agreements, and systematically gather and analyze data that will guide the creation of a pathway for the licensing of secondary STEM educators. The project’s intellectual merit includes understanding the role of community colleges in identifying and addressing the needs of STEM high school teachers from a local, rural community with a poverty rate almost twice the national average. The project’s broader impacts include the potential to motivate other community colleges to engage in capacity building for similar efforts. Project outcomes include evaluating current practices for recruiting undergraduate students to become STEM high school teachers. The project intends to disseminate findings through local and national channels including conferences focusing on STEM teacher education. 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 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.