Tipping the Balance to STEM Teaching: Recruiting and Supporting UCLA Undergraduates

该项目代表着整个加州大学洛杉矶分校的强大合作伙伴关系，包括工程学院、文学与科学学院和教育与信息研究研究生院，与洛杉矶联合学区。该计划首先在加州大学洛杉矶分校科学、技术、工程和数学(STEM)专业的大二学生以及从社区大学进入加州大学洛杉矶分校的STEM专业的学生中进行积极的招聘计划。它为每年20名STEM学生提供机会，在他们三年级开始之前，在9月为期两周的有组织的实习中探索教学。58名本科生被邀请以15,000美元的奖学金开始他们作为诺伊斯学者的大四STEM年的证书准备工作。在完成四年级课程的同时，学生们被(教育硕士)医学项目录取，这与他们第一年的教学不谋而合，并创造了一群诺伊斯学者来建立网络和合作。由教育和特定学科的教职员工和顾问提供指导也是对这一模式的有力补充。该项目团队包括STEM和教育教职员工，他们都表现出了为高需求学校培训教师的承诺。加州大学洛杉矶分校教师教育计划的社会正义使命是专门为高需求学校培养教师，在这些学校，低SES和高ELL人口是常态。智力价值：该项目帮助评估和了解像加州大学洛杉矶分校这样缺乏教师准备的研究机构的基本组成部分，以培养和支持希望探索和追求中学STEM教学事业的学生。广泛影响：在五年的时间里，该项目为80名大三学生提供为期两周的课堂暑期实习机会，与模范教师建立永久联系并提供指导，并将从58名诺伊斯奖学金获得者中毕业，在有需要的高中任教。在奖学金年度之后的入职年度，加州大学洛杉矶分校继续为诺伊斯学者提供一名现场监督员，帮助、监督和支持他们的进步，以及一批一年级的科学和数学教师。这一特定的培训重点和持续指导是加州大学洛杉矶分校教师教育计划的一部分，已被证明导致城市学校的五年保留率非常高，并使毕业生继续从事教育领导力工作。在第二个诺伊斯服务年，加州大学洛杉矶分校继续为诺伊斯学者提供网络机会，并确保他们在地区支持的初任教师支持和评估(BTSA)计划中受到监督。鉴于领导团队的构成，该项目还为加州大学洛杉矶分校提供了一种新的知名度，表明加州需要高素质的科学和数学教师，并在整个校园内让教职员工和学生了解加州大学洛杉矶分校帮助学生追求这一职业所拥有的资源。

This project represents a strong partnership across the UCLA campus, including the School of Engineering, the College of Letters and Science and the Graduate School of Education and Information Studies, with the Los Angeles Unified School District. The program starts with a proactive recruitment plan among sophomore science, technology, engineering and mathematics (STEM) majors on the UCLA campus and STEM majors entering UCLA from community colleges. It offers the opportunity for 20 STEM students/year to explore teaching in a structured two-week September internship before the start of their junior year. Fifty-eight undergraduates are invited to begin credential preparation in their senior STEM year as Noyce scholars with a scholarship of $15,000. While completing the senior year, the students are admitted to the (Masters in Education) MEd program, which coincides with their first year of teaching and creates a cohort of Noyce scholars to network and collaborate with. Mentoring by both education and discipline-specific faculty and advisors is also a strong addition to this model. The project team contains a mix of STEM and education faculty all with a demonstrated commitment to training teachers for high needs schools. The social-justice mission of the UCLA teacher education program prepares its teachers specifically for high-need schools in which low SES and high ELL populations are the norm.Intellectual Merit: The project is helping to assess and understand the essential components for a research institution such as UCLA, which lacks a strong presence of teacher preparation, to foster and support students who want to explore and pursue secondary school STEM teaching careers.Broader Impact: Over a five-year span the project is providing 80 juniors with two-week classroom summer internships that foster permanent ties and mentorships with exemplary teachers and will graduate 58 Noyce Scholars to teach in high needs schools. During the induction year following the scholarship year, UCLA is continuing to provide the Noyce scholars with both a field supervisor, who assists, monitors and supports their progress and a cohort community of fellow first-year science and math teachers. This specific training focus and continuing mentorship, a part of the UCLA teacher education program, has been shown to lead to a very high five-year retention rate in urban schools and to continuing careers in education leadership for its graduates. During the second Noyce service-year, UCLA is continuing to provide networking opportunities for the Noyce scholars and ensuring that they are monitored in a district-supported Beginning Teacher Support and Assessment (BTSA) program. Given the make-up of the leadership team the project is also providing a new visibility at UCLA for the need in California for highly qualified science and mathematics teachers and a knowledge across the campus among faculty, staff, and students of the resources that UCLA has to help students pursue this career.