UTPB Robert Noyce Scholars

为了满足德克萨斯州西南部对K-12数学和科学教师的迫切需求，德克萨斯大学二叠纪盆地分校（UTPB）正在招募和准备至少40名高素质的STEM专业和STEM专业人员，以成为高需求学区的有效教师。UTPB服务于一个地理位置偏远的地区，拥有大量的西班牙裔人口，女性和西班牙裔占大学入学人数的60%以上。通过减少财政障碍和促进支持性基础设施，该项目正在促进科学和数学教师的成功和保留，特别是那些历史上在STEM领域代表性不足的教师。被录取的学生从STEM教师和经验丰富的K-12 STEM教师那里获得了更好的学术支持和指导，并参加了一个高质量的、全国公认的准备课程。UTPB诺伊斯学者从目前就读的STEM专业，当地社区学院的合格学生和可能没有考虑过教学职业的STEM专业人士中招募。学者参加高质量的，以研究为基础的教师准备活动，并由一名教师和一名经验丰富的K-12教师在他们的内容领域的指导。学者参加年度国家专业会议，并参加虚拟（在线）社区和每月研讨会。职前教师被安排在数学和科学教室与模范教师观察模型教学方法和策略在学年和工作在科学和数学研究所的高中学生作为一个链的夏桥计划。在他们的教学的第一年，程序毕业生继续由UTPB教师在内容领域和经验丰富的教师指导。在教学的第一年期间和之后，他们继续通过在线网络系统和由UTPB科学和数学教育学院主办的每月研讨会与同龄人联系。通过学者将参与的拟议辅导活动，该项目有可能为UTPB和地区学校带来变革性的成果。此外，该项目还提供了一个支持系统，包括一个虚拟社区，有助于留住偏远地区的教师。该项目正在研究激励STEM专业和专业人士从事教学职业的因素，干扰从事教学职业的障碍，以及促进新数学和科学教师成功和保留的因素。

In response to the critical need for K-12 teachers of mathematics and science in Southwest Texas, the University of Texas of the Permian Basin (UTPB) is recruiting and preparing at least 40 highly qualified STEM majors and STEM professionals over a four-year period to become effective teachers in high-need school districts. UTPB serves a geographically remote area with a large Hispanic population, and females and Hispanics comprise more than 60% of the university's enrollment. By reducing the financial barriers and fostering a supportive infrastructure, the project is facilitating the success and retention of teachers of science and mathematics, especially those who are historically underrepresented in STEM fields. Students admitted to the program have enhanced academic support and mentoring from STEM faculty and experienced K-12 STEM teachers and participate in a high quality, nationally recognized preparation program. UTPB Noyce Scholars are recruited from among currently enrolled STEM majors, qualified students at local community colleges, and STEM professionals who may not have considered a career in teaching. Scholars participate in high quality, research-based teacher preparation activities and are mentored by a faculty member and by an experienced K-12 teacher in their content area. Scholars attend annual state professional conferences and participate in a virtual (online) community and monthly seminars. The pre-service teachers are placed in math and science classrooms with exemplary teachers to observe model teaching methods and strategies during the academic year and work in a Science and Math Institute for high school students as a strand of the summer bridge program. During their first year of teaching, program graduates continue to be mentored by a UTPB faculty member in the content area and an experienced teacher. During and after the first year of teaching, they continue to connect with their peers through the online networking system and monthly seminars hosted by the science and mathematics education faculty at UTPB. Through the proposed mentoring activities in which scholars will participate, the project has the potential to have transformational results for UTPB and area schools. In addition, the project provides a support system, including a virtual community, which helps retain teachers in remote districts. The project is examining factors that motivate STEM majors and professionals to pursue teaching careers, barriers that interfere with the pursuit of a teaching career, and factors that facilitate the success and retention of new mathematics and science teachers.