The Noyce Teacher Academy Scholar Program

该项目通过为40名新的7-12年级的生物、化学、地球科学、数学和物理职前教师候选人提供奖学金，为进入亨特教师学院的高素质候选人开辟了一个新的三年级入门点。它利用了一个现有的项目，教师学院，一个荣誉项目，目前正在吸引高素质的高中学生从事数学或科学教学。该计划正在创造：高素质的学生进入本科教师教育项目的新管道；促进创新和合作的基础设施（在教育部教师、艺术与科学教师和教育学院教师之间）；以及支持、评估和完善项目的基础设施。该项目每年在学院目前18名STEM教师候选人的基础上增加10名毕业生。更广泛的影响：现有学院的初步结果表明，荣誉学院可以吸引高中优秀的STEM教师申请者。这个项目极大地扩大了这一范围；通过将这个概念扩展到三年级的申请者，它为社区大学的学生和从其他学院转学的学生提供了一个切入点，从而大大扩大了符合该计划条件的学生人数。智力优势：Noyce教师学院计划通过展示如何将高级学生融入最初仅为新生入学设计的职前社区，为纽约市立大学和教师学院合作伙伴关系提供了“概念证明”。这是纽约市立大学和纽约市教育局之间的一项合作和愿景实验。该项目的设计师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、实地考察和招聘学生的整个过程。

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.