Developing Strong and Diverse STEM Teachers

该项目旨在满足国家培养科学和数学教师的需求，以解决国家STEM教师短缺的问题。由于中学中有色人种教师的比例正在下降，项目团队专注于招聘和培养高素质的有色人种教师。此外，城市和其他高贫困学校最有可能拥有没有数学或物理学士学位的STEM教师，尽管化学或生物等其他学科的教师也可能没有这些领域的学士学位。因此，该项目主要招收攻读物理或数学学位的本科生，以及攻读物理或数学学士学位的研究生，以满足这一需求，但也欢迎其他STEM专业的学生。预计资金将支持10名本科STEM专业和20名研究生STEM学位职前教师候选人。通过这个项目，这些作为诺伊斯学者支持的个人准备为他们的学生建立文化响应的学习环境。在获得教师认证后，诺伊斯学者将培养设计和教学课程的技能，重点是让所有学生参与基于问题的学习（PBL）和工程设计过程（EDP）。该项目与社区文化机构和项目合作，以增加学者的知识和与当地社区的联系。这些联系增强了学者们将文化相关的指导集中在社区需求和利益上的能力。辛辛那提大学的这个项目包括与突破辛辛那提和温顿森林学区的合作伙伴关系，并以三个目标为指导。首先是在5年内培养30名新的STEM教师，其中包括至少15名有色人种教师和10名拥有物理或数学学位的教师。二是让所有教师准备好使用PBL和文化响应式教学实践，三是创造一个包容性的教师准备环境。质性研究设计用于调查以下研究问题。学者们在他们的教学中使用了什么PBL和/或工程教学策略？学者们使用或不使用PBL元素和设计指导的理由是什么？学者们如何将他们的PBL和设计单元与正义和公平问题联系起来？除了调查这些问题的研究结果之外，该项目更广泛的影响是增加了拥有物理或数学学位的有色人种教师的数量，他们准备好提供所有学生成功的经验，并在高需求学校服务。本项目：第一部分：奖学金和津贴，项目由罗伯特·诺伊斯教师奖学金计划（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。

This project aims to serve the national need of preparing science and mathematics teachers to address the nation’s STEM teacher shortage. Because the percentage of teachers of color in secondary schools is decreasing, the project team is focused on recruiting and preparing highly qualified teachers of color. Furthermore, urban and other high poverty schools are most likely to have STEM teachers without baccalaureate degrees in mathematics or physics, although teachers of other subjects such as chemistry or biology may also not have baccalaureate degrees in those areas. Therefore, this project focuses primarily on recruitment of undergraduate students pursuing degrees in physics or mathematics, as well as post-baccalaureate physics or mathematics degree holders to meet this need, but will welcome other STEM majors as well. Funds are anticipated to support 10 undergraduate STEM majors and 20 graduate STEM degreed pre-service teacher candidates. Through this project, these individuals, supported as Noyce Scholars, are prepared to establish culturally responsive learning environments for their students. As they obtain teacher certification, the Noyce Scholars develop skills in designing and teaching lessons focused on engaging all students in Problem-Based Learning (PBL) and Engineering Design Processes (EDP). The project works with community cultural institutions and programs to increase the Scholars knowledge and connections with the local community. These connections enhance the Scholars ability to incorporate culturally relevant instruction focused on the needs and interests of the community. This project at the University of Cincinnati includes partnerships with Breakthrough Cincinnati and the Winton Woods School District and is guided by three goals. First is to prepare 30 new STEM teachers over 5 years, including at least 15 teachers of color and 10 with degrees in physics or mathematics. Second is to prepare all the teachers to use PBL and culturally responsive teaching practices and third is to create an inclusive teacher preparation environment. A qualitative research design is used to investigate the following research questions. What PBL and/or Engineering instructional strategies do the Scholars use in their instruction? What rationales do the Scholars give for their use or non-use of elements of PBL and design instruction? How do Scholars connect their PBL and design units to issues of justice and equity? In addition to the research findings from investigation of these question, broader impact of the project is regarding the increased number of teachers of color with physics or mathematics degrees who are well-prepared to provide experiences in which all students succeed and who serve in high needs schools. 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 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.