Cultivating University-School-Community Partnerships to Prepare STEM Undergraduates to Teach in Urban Environments

该项目旨在通过准备和支持STEM本科生在文化多样性，城市，高需求的学校有效教学来解决国家城市教师短缺问题。该项目将招收18名生物、化学、物理、数学科学、精算数学、计算机科学或工程专业的本科生。 这些学生将在本科STEM学位的第三和第四年获得奖学金，同时参加教师准备计划。教师培训方案将包括培养对文化敏感的教学法，并结合社区环境中的教学经验。 预计这些经验将使新教师能够在当地社区的背景下应用他们的内容和教学知识。为了支持这一目标，新教师将通过入职培训计划在头两年的教学中得到支持。 伍斯特理工学院的这个项目包括与社区组织的伙伴关系，如伍斯特生态博物馆和伍斯特公园娱乐部，以及两所当地的高需求学校（伍斯特公立学校和Leominster公立学校）。该项目的目标是招募，准备和支持来自不同背景的STEM本科生，以便在具有不同学生群体的城市高需求学校成功教学。 为实现这一目标而设计的计划目标是：1）改进招聘战略，以增加和多样化教师候选人群体; 2）吸引具有早期教学经验的STEM教师候选人; 3）在具有丰富文化多样性的当地社区建立STEM教师候选人的文化能力;以及四）提供专业发展和建立网络的机会，以便为参与计划的新教师提供入职支援。将通过对教师候选人和指导教师的访谈和调查，对这些培训和社区教学经验的效果进行评估。将调查社区中的多个接触点，以确定其频率和剂量如何影响教师候选人的态度和准备在高需求学区教学，证明了教学活动的电子组合和反思日志的建设，以记录和分析他们的教学路径。 该项目可以提供深入了解利用大学-学校-社区合作伙伴关系为城市地区招聘，培训和留住STEM教育工作者的战略和最佳实践，同时突出实践，以提高教师对不同人群学生的有效性。 该途径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。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 address the national urban teacher shortage by preparing and supporting STEM undergraduates to effectively teach in culturally diverse, urban, high-need schools. The project will recruit 18 undergraduates majoring in biology, chemistry, physics, mathematical science, actuarial mathematics, computer science, or engineering. These students will receive scholarships during the third and fourth year of their undergraduate STEM degree while participating in the teacher preparation program. The teacher preparation program will include training in culturally responsive pedagogy, combined with teaching experiences in community-based settings. These experiences are expected to enable the new teachers to apply their content and pedagogical knowledge within the context of the local community. To support this goal, the new teachers will be supported in their first two years of teaching through an induction program. This project at Worcester Polytechnic Institute includes partnerships with community-based organizations, such as the Worcester EcoTarium Museum and Worcester Parks & Recreation Department, and two local high-need schools (Worcester Public Schools and Leominster Public Schools). The goal of the project is to recruit, prepare, and support STEM undergraduates from a range of diverse backgrounds to successfully teach in urban, high-need schools with diverse student populations. Program objectives designed to meet this goal are to: 1) improve recruitment strategies to grow and diversify teacher candidate cohorts; 2) engage STEM teacher candidates with early teaching experiences; 3) build STEM teacher candidates' cultural competency in a local community with rich cultural diversity; and 4) provide professional development and networking opportunities to facilitate induction support for the project's new teachers in the first and second years of teaching. Evaluation of the efficacy of these trainings and community-based teaching experiences will be gathered through teacher candidate and mentor teacher interviews and surveys. The multiple touch points in the community will be investigated to determine how their frequency and dosage affect teacher candidate attitudes and preparation to teach in high-need school districts, as evidenced by the construction of an e-portfolio of teaching activities and a reflection journal to document and enable analysis of their teaching paths. This project may provide insight into the strategies and best practices for leveraging university-school-community partnerships in recruiting, training, and retaining STEM educators for urban districts while highlighting practices to increase teacher effectiveness with students from diverse populations. This Track 1: Scholarships and Stipend 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.