Willamette receives $125,000 subaward to support STEM teacher education – Willamette University

Report on National Science Foundation Grant for STEM Teacher Preparation

Executive Summary

Pacific University has been awarded a $1.7 million grant from the National Science Foundation (NSF) to fund the Noyce STEM Storytellers program. Willamette University is a key subawardee in this initiative, which is designed to address critical shortages of qualified science, technology, engineering, and mathematics (STEM) educators in high-need school districts. The program’s structure and objectives are in direct alignment with several United Nations Sustainable Development Goals (SDGs), particularly those concerning quality education, inequality reduction, and strategic partnerships.

Program Details and University Roles

The grant supports the “Noyce STEM Storytellers” program, which aims to recruit, prepare, and retain STEM professionals as teachers.

Key Program Components:

• Provision of full tuition for 12 students to complete a Master of Arts in Teaching (MAT) degree.
• Four years of comprehensive post-graduation support, including coaching, mentorship, and professional development.
• A specific focus on placing graduates in high-need schools to enhance educational equity.

Willamette University’s Contribution:

Through its subaward, Willamette University will manage the “Try Teach” initiative, led by Professor of Biology David Craig. This initiative is designed as a recruitment pipeline for the main program.

1. It offers paid opportunities for Willamette undergraduate students to explore careers in science education.
2. Participants gain practical classroom experience in local schools.
3. The initiative provides structured mentorship from current teachers and university faculty, supporting an informed transition into the teaching profession.

Alignment with Sustainable Development Goals (SDGs)

This collaborative grant initiative makes significant contributions to the global sustainable development agenda.

1. SDG 4: Quality Education: The program’s core mission is to increase the supply of highly qualified STEM teachers. By preparing and retaining educators for service in high-need schools, it directly targets SDG 4.4 and 4.c, which focus on increasing the number of qualified teachers and ensuring inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities: By channeling skilled educators into underserved school districts, the grant actively works to reduce educational disparities. This addresses SDG 10.2, which calls for the empowerment and promotion of social, economic, and political inclusion for all, irrespective of their circumstances.
3. SDG 8: Decent Work and Economic Growth: The program creates a clear and financially supported pathway for STEM graduates to enter a stable and impactful profession. The provision of full tuition and paid exploratory roles removes financial barriers, promoting sustainable career development and contributing to SDG 8.5 and 8.6.
4. SDG 17: Partnerships for the Goals: The project is a model of SDG 17, demonstrating an effective partnership between a federal agency (NSF) and two higher education institutions (Pacific University and Willamette University). This multi-stakeholder collaboration is essential for mobilizing resources and expertise to achieve sustainable development outcomes.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The article primarily addresses two Sustainable Development Goals (SDGs):

   • SDG 4: Quality Education: This is the most direct and significant SDG related to the article. The entire initiative, funded by the National Science Foundation, is focused on improving the quality of education by preparing and supporting STEM teachers. The program aims to place these teachers in “high-need schools,” directly targeting the enhancement of educational quality and resources where they are most needed.
   • SDG 10: Reduced Inequalities: By specifically targeting “high-need schools,” the program aims to address educational disparities. These schools often serve students from lower-income communities or marginalized backgrounds who may not have access to the same quality of STEM education as students in more affluent districts. By increasing the supply of qualified science teachers in these areas, the initiative works to reduce inequalities in educational opportunities and outcomes.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the article’s content, the following specific targets can be identified:

   • Target 4.c: “By 2030, substantially increase the supply of qualified teachers…” The article directly addresses this target. The core purpose of the $1.7 million grant and the “Noyce STEM Storytellers program” is to “encourage and support STEM students to pursue careers in teaching” and to “prepare and retain science teachers.” This initiative is a clear effort to increase the supply of qualified teachers in the specialized field of science.
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” While the program doesn’t address the completion of education directly, it focuses heavily on the “quality” and “equitable” aspects. Placing highly trained STEM teachers in “high-need schools” is a direct intervention to improve the quality of secondary science education and make it more equitable for students who would otherwise lack such resources.
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all…” The program contributes to this target by focusing on “high-need schools.” Providing quality STEM education in these schools empowers students from potentially disadvantaged backgrounds, giving them better tools and opportunities for higher education and careers, thereby promoting their future social and economic inclusion.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   Yes, the article mentions and implies several indicators that can be used to measure progress:

   • Number of new qualified teachers trained: This is a direct, quantitative indicator mentioned in the article. It states that the program will provide “12 students with full tuition to pursue a Master of Arts in Teaching.” This number serves as a direct measure of the program’s output in increasing the supply of qualified teachers (relevant to Target 4.c).
   • Teacher retention rate in high-need schools: This is an implied indicator. The article highlights that the program’s goal is to “prepare and retain science teachers” and that it provides “four years of coaching, mentorship, and training post-graduation.” The success of this extensive support system would be measured by the retention rate of these teachers in their positions, indicating a sustainable increase in qualified educators (relevant to Target 4.c).
   • Number of undergraduate students exploring teaching careers: The “Try Teach” program, funded by the subaward, allows Willamette undergraduate students to “explore science teaching.” The number of students participating in this program can be used as an indicator of the pipeline being built for future science educators (relevant to Target 4.c).

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	4.c: Substantially increase the supply of qualified teachers. 4.1: Ensure equitable and quality secondary education.	Number of new qualified teachers trained (Explicitly mentioned as 12 students). Teacher retention rate in high-need schools (Implied by the goal to “retain” teachers through 4 years of post-graduation support). Number of undergraduate students participating in the “Try Teach” program to explore teaching careers.
   SDG 10: Reduced Inequalities	10.2: Empower and promote social and economic inclusion.	Number of qualified STEM teachers placed and retained in “high-need schools.”

Source: news.willamette.edu