The Utah Collaborative for Equitable STEM Teaching

该项目旨在满足国家培养高效科学教师的需求，这些教师能够熟练地创造公平的学习环境。2019冠状病毒病大流行破坏了传统的教学环境，凸显了教育中的不公平现象，将教师置于社会和教育变革的第一线。该项目旨在为中学教师提供所需的培训和技能，以支持学生的社会情感需求。该项目利用由大学人员、经验丰富的教师导师和家长组成的网络，为未来的科学教师提供支持，帮助他们应对在高需求学校教学的挑战，并建立科学教学专业人员的身份。该项目旨在使未来的科学教师能够对学生的生活产生积极影响，并提高教师在教育中的留任率。犹他大学的这个项目包括与盐湖城社区学院、花岗岩和盐湖城学区的合作。项目目标包括：1)通过提供精简的课程、经济支持和指导，为31名生物、化学、物理和地球科学本科生和研究生的教学生涯做好准备；2)改革科学方法课程，使之成为三维教学模式（学科核心思想、科学实践和横切概念的整合）和环境问题视角下的公平教学模式；3)建立一个社区，支持未来的科学教师，从他们的本科阶段开始，通过归纳，甚至超越。该项目还打算支持在职教师在创建公平的教室、指导和3D教学方面发展专业知识，并就将3D教学与环境问题相结合的案例研究如何弥合理论与实践之间的鸿沟创造新的知识。该项目更广泛的影响目标包括利用对环境问题的关注来招募善于应对环境和社会变化的新一代教师。本项目由Robert Noyce教师奖学金项目（Noyce）资助。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 developing highly effective science teachers who are skilled in creating equitable learning environments. The COVID-19 pandemic has disrupted traditional teaching environments and highlighted inequities in education, placing teachers at the front lines of social and educational change. This project seeks to equip secondary school teachers with the training and skills they need to support their students’ socio-emotional needs. The project leverages a network of university personnel, experienced teacher-mentors, and parents to support future science teachers as they navigate the challenges of teaching in high-need schools and build identities as science teaching professionals. The project seeks to empower future science teachers to positively impact students’ lives and increase teacher retention in education.This project at the University of Utah includes partnerships with Salt Lake Community College and the Granite and Salt Lake City School Districts. Project goals include 1) preparing 31 biology, chemistry, physics, and geoscience undergraduate and post-graduate students for teaching careers by providing streamlined coursework, financial support, and mentoring; 2) reforming the science methods course to model three-dimensional instruction (integration of disciplinary core ideas, science practices, and crosscutting concepts) and equitable instruction through the lens of environmental issues; and 3) building a community that supports future science teachers from their undergraduate years, through induction, and beyond. The project also intends to support in-service teachers to develop expertise in creating equitable classrooms, mentoring, and 3D instruction, as well as to create new knowledge about how case-studies that integrate 3D instruction with environmental issues may bridge the divide between theory and practice. Broader impact aims of the project include using a focus on environmental issues to recruit a new generation of teachers who are adept at addressing environmental and social change. 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.