Technical Assistance to Increase the Competitiveness of Minority-serving Institutions in the Foundation's Robert Noyce Scholarship Program

少数民族优质教育网络正在举办两次年度信息和提案制定讲习班，重点是提高少数群体服务机构(MSI)对罗伯特·诺伊斯教师奖学金计划的认识和参与。研讨会参与者包括来自15个拥有认可的教师教育项目的MSI的两人教员团队。每个团队由一名STEM教员和一名教师教育教员组成。为少数群体服务的机构是未来K-12数学和科学教师的宝贵来源，他们可以通过发展更具生产力的科学和技术劳动力来帮助应对国家未来的经济挑战。此外，MSI是唯一有资格为高需求学校，特别是城市地区的学校招聘、留住和发展STEM教师的机构。诺伊斯奖学金是一种激励措施，旨在吸引和留住麻省理工学院STEM专业的有才华的学生进入大学前教学专业。QEM研讨会向参与者提供关于他们所需的项目摘要的反馈，以帮助他们将他们的想法发展为具有竞争力的Noyce提案。顾问和诺伊斯目前的受赠人牵头讨论了STEM K-12教师培训以及招聘和留用职前教师的最佳做法。研讨会参与者代表的机构将利用诺伊斯奖作为一种刺激，以加强其教师教育计划，以培养最终将在高需求领域工作的高素质数学和科学教师。

The Quality Education for Minorities (QEM) Network is conducting two annual information and proposal development workshops focused on increasing the awareness and participation of Minority-serving Institutions (MSIs) in the Robert Noyce Teacher Scholarship Program. Workshop participants include two-person faculty teams from 15 MSIs with accredited teacher education programs. Each team consists of a STEM faculty member and a teacher education faculty member. Minority-serving Institutions represent a valuable source of future K-12 mathematics and science teachers who can help meet the nation's future economic challenges through the development of a more productive science and technology workforce. Moreover, MSIs are uniquely qualified to address the issue of recruiting, retaining, and developing STEM teachers for high-need schools, especially in urban areas. The Noyce Scholarships serve as an incentive to attract and retain talented students majoring in STEM disciplines at MSIs into the pre-college teaching profession. The QEM workshops provide participants feedback on their required project summaries to assist them in developing their ideas into competitive Noyce proposals. Consultants and current Noyce grantees lead discussions of best practices in STEM K-12 teacher preparation as well as in the recruitment and retention of pre-service teachers. The institutions represented by the workshop participants will use the Noyce award as a stimulus for strengthening their teacher education programs to produce high quality mathematics and science teachers who will eventually work in high-need areas.