The Noyce Teacher Academy Scholar Program

该项目正在为高素质候选人进入亨特教师学院制定一个新的初中入学点，为40名新的生物学、化学、地球科学、数学和物理学职前教师候选人提供奖学金，供其在7-12年级任职。它利用了一个现有的计划，教师学院，一个荣誉计划，目前正在吸引高素质的高中学生在数学或科学教学的职业生涯。 该计划正在创建：高素质的学生进入本科教师教育课程的新管道;基础设施，以促进创新和合作（教育教师，艺术和科学教师，教育学院之间的部门）;和基础设施，以支持，评估和完善该计划。该项目每年增加10名毕业生到18名STEM教师候选人的学院目前毕业。更广泛的影响：从现有的学院的初步结果表明，荣誉学院可以吸引和毕业的STEM教师优秀申请人从高中。该项目大大拓宽了这一范围;通过将这一概念扩展到大三申请人，它为社区学院的学生和从其他学院转学的学生提供了一个切入点，从而大大扩大了有资格参加该项目的学生人数。 智力优势：诺伊斯教师学院计划作为一个“概念证明”，以城市大学和教师学院的合作伙伴关系，通过展示如何将先进的学生融入一个服务前社区最初只为新生入学设计。 这是纽约市立大学和纽约市教育部之间伙伴关系和愿景的一次实验。该项目的设计者正在重新思考教师教育的各个方面，包括以学科为基础的艺术和科学部门的课程，实地考察以及用于招收学生教学的整个过程。

This project is developing a new Junior-year entry point for highly qualified candidates into the Hunter Teacher Academy by funding scholarships for 40 new biology, chemistry, earth science, mathematics and physics pre-service teacher candidates for service in grades 7-12. It takes advantage of an existing program, the Teacher Academy, an honors program that is currently attracting highly qualified high school students to careers in math or science teaching. The program is creating: a new pipeline of high caliber students into undergraduate teacher education programs; the infrastructure to facilitate innovation and collaboration (among Department of Education teachers, Arts and Sciences faculty, and School of Education faculty); and an infrastructure to support, evaluate, and refine the program. The project adds ten graduates per year to the 18 STEM teacher candidates the academy presently graduates.Broader Impacts: Preliminary results from the existing Academy suggest that an honors college can attract and graduate as STEM teachers outstanding applicants from the high schools. This project greatly broadens that outreach; by extending the concept to junior-year applicants it provides an entry point for community college students and for transfers from other colleges thus greatly expanding the pool of students eligible for the program. Intellectual Merit: The Noyce Teacher Academy Program serves as a "proof of concept" to CUNY and to the Teacher Academy partnership by demonstrating how to integrate advanced students into a pre-service community originally designed only for freshmen entry. It is an experiment in partnership and vision between CUNY and the New York City Department of Education. The designers of the project are rethinking every aspect of teacher education including courses in discipline-based Arts and Science departments, fieldwork and the entire process used to recruit students to teaching.