UMBC Noyce Scholars Program

马里兰州巴尔的摩县大学（UMBC）与巴尔的摩县、霍华德县和巴尔的摩市的公立学区合作，正在招募和支持本科STEM专业的学生从事STEM学科（数学、科学、技术）的中学教学。该项目的目标是UMBC的本科STEM专业，以及从当地社区学院接近大二结束的转学生，他们以前可能没有考虑过从事教学工作。该项目包括一个为期五年的支助网络，从任职前教师教育的最初经历开始，到作为全职教师的三年结束时持续提供支助。 UMBC Noyce奖学金计划为三个队列提供约15，000美元的奖学金和津贴，每个队列由12个本科STEM专业组成。每个诺伊斯学者通过该计划的第一阶段（初始认证）的结论完成STEM学科的学士学位。在完成第二阶段（诱导支持），每个学者完成艺术教育硕士学位，其中包括STEM学科内容的额外18个学分。学者从事有偿夏季STEM研究实验室的经验，无论是本科生（大四的夏天），并在他们的早年作为全职教师（夏天后，他们的第二年教学）。这些经验是通过利用NSF赞助的REU和RET补充目前资助的UMBC STEM教师获得的支持。与高需求学生的人口广泛的互动发生在最初的夏季经验，在接下来的学年，并在学者的最后一年的教学实习。除了培养36名高素质的STEM学科中学教师外，该项目还提供了一个调查和传播该模式各方面的机会。对本科教师准备模型的关键组成部分的评估提供了与激励，经验，营销策略和合作类型相关的信息，这些信息可以显着提高STEM专业学生考虑从事教学职业的兴趣。可以从上岗培训支助计划的各个组成部分了解类似的信息。

The University of Maryland, Baltimore County (UMBC), in collaboration with the public school districts of Baltimore County, Howard County and the City of Baltimore, is recruiting and supporting undergraduate STEM majors to pursue careers in secondary teaching of STEM disciplines (Math, Science, Technology). The project targets undergraduate STEM majors at UMBC as well as transfers from local area community colleges nearing the conclusion of their sophomore year who may have not previously considered careers in teaching. The project includes a five-year support network beginning during the initial experiences of pre-service teacher education and sustaining support through the conclusion of three years as a full time teacher. The UMBC Noyce Scholar Program provides approximately $15,000 in scholarships and stipends to three cohorts each consisting of 12 undergraduate STEM majors. Each Noyce scholar completes a bachelor's degree in a STEM discipline by the conclusion of the first phase (Initial Certification) of the program. During the completion of the second phase (Induction Support), each scholar completes a Masters of Arts in Education degree that includes an additional 18 credit hours of STEM disciplinary content. The scholars engage in paid summer STEM research laboratory experiences as both an undergraduate (summer of senior year) and during their early years as a full time teacher (summer following their second year of teaching). These experiences are supported through leveraging NSF sponsored REU and RET supplements garnered by currently funded UMBC STEM faculty. Extensive interaction with a population of high-needs students occurs during the initial summer experience, during the following academic year and during the Scholars' culminating senior year teaching internship. In addition to preparing 36 highly qualified secondary teachers of STEM disciplines, the project provides an opportunity to investigate and disseminate aspects of the model. Assessment of the key components of the undergraduate teacher preparation model provides information associated with the types of incentives, experiences, marketing strategies and collaborations that can significantly increase the interest of STEM majors for considering a career in teaching. Similar information can be learned from the components of the induction support plan.