Authentic Research in STEM Educator Preparation for Issues of Culture, Justice, and Equity

该项目旨在满足国家在高需求学校招聘和培养高质量和多样化的STEM学科教师的需求。与有色人种学生有共同特点的教师对于在STEM领域取得成功至关重要。然而，高需求的学区往往只有一小部分有色人种教师。该项目将增加高需求学校中有色人种教师的比例，并提高这些学校学生的整体学业成绩。该项目将在当地高需求学校直接招聘，以确定未来的教师。一旦被招募，未来的教师将在大学开始上课之前参加为期一周的科学介绍体验，目标是创建一个学习者社区。他们将参与使用现有教学方法的STEM教育，并参与与粮食和农业相关的研究，以进一步培养他们对STEM的兴趣。教学准备将包括在课堂上的广泛实践和实践学习。作为对这些未来教师教育的一部分，他们还将学习文化、正义和平等问题。新的实习教师将得到大学教师指导和毕业后研讨会的支持。伊利诺斯卫斯理大学的这个项目包括与布卢明顿87区和麦克莱恩县单元区第5公立学校的合作。项目目标将包括在五年内增加多达20名新的有色人种STEM教师，在高需求学校任教，以支持合作学区招聘更多样化STEM教学力量的目标。该项目将培养具有坚实研究基础的生物、化学、数学和物理教师，改善社区高需求学校的STEM教学经验。此外，该项目将通过探索本科生研究经历对职前教师的影响方式，增加STEM本科生研究经历（UREs）的良好记录。通过教师导师的指导，UREs对食品和食品生产的重视将为职前教师提供一个真实和相关的背景，以调查复杂的STEM问题。通过当地和熟悉的方式获得严格的STEM内容的方式可能有效地培养教师内容知识和留住STEM教育工作者。在STEM教育领域招聘、培训和指导有色人种教师的可持续模式将被实施、评估、在需要时修改，并传播给希望加强职前STEM教师教育的机构和研究人员。还将分析通过严格的准备和指导培养专业社区意识来增加STEM教师保留率的潜在可能性。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教师的保留和有效性的研究。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 recruiting and preparing high-quality and diverse teachers in STEM disciplines to teach in high-need schools. Teachers that share attributes with students of color are important as role models for success in STEM. However, high-need school districts often have a small percentage of teachers of color. This project will increase the percentage of teachers of color in high-need schools and improve the overall academic success of students in these schools. The project will use direct recruitment at local high-need schools to identify prospective teachers. Once recruited, prospective teachers will engage in a week-long science introduction experience prior to starting classes at the university with the goal of creating a community of learners. They will engage in STEM education that uses current teaching methods and participate in food and agriculture related research to further foster their interests in STEM. Teaching preparation will involve extended practice in the classroom and hands-on learning. As a part of the education of these prospective teachers, they will also learn about issues of culture, justice, and equity. New, practicing teachers will be supported by university faculty mentoring and post-graduation workshops.This project at Illinois Wesleyan University includes partnerships with Bloomington District 87 and McLean County Unit District No. 5 Public Schools. Project goals will include adding up to twenty new STEM teachers of color over five years to teach in high-need schools in a manner that supports the partnering school districts’ objectives of recruiting a more diverse STEM teaching force. The project will prepare biology, chemistry, mathematics and physics teachers with a strong foundation in research, improving experience-informed STEM teaching in community high-need schools. Further, the project will add to the well-documented benefits of STEM undergraduate research experiences (UREs) by exploring the ways in which UREs impact preservice teachers. Through the guidance of faculty mentors, the emphasis on food and food production in the UREs will offer the preservice teachers an authentic and relatable context for investigating complex STEM issues. The ways in which rigorous STEM content acquired through local and familiar means may be effective at fostering teacher content knowledge and retaining STEM educators. A sustainable model to recruit, train, and mentor teachers of color in the STEM education field will be implemented, assessed, modified when needed, and disseminated to institutions and investigators wishing to enhance preservice STEM teacher education. The potential increase in STEM teacher retention through rigorous preparation and mentoring that fosters a sense of professional community will also be analyzed. 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 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.