TEMSII: Teaching Excellence in Math and Science Scholars II

Noyce第二阶段项目继续Noyce第一阶段TEMS工作，目前正在通过加州州立大学（CSU）、奇科和加州州立大学萨克拉门托与三个地区学区的合作进行。代表加州东北部所有农村学校的东北加州课程委员会也是这个项目的合作者。诺伊斯学者项目与其他现有项目一起，帮助奇科和萨克拉门托努力增加他们每年培养的数学和科学教师的数量，这是科罗拉多州立大学系统更大的全州目标的一部分。该项目为两个校区的37名职前学生提供奖学金，包括本科生和学士学位后学生。Noyce学者参与增强和扩展的活动，包括动手实验科学教学经验，M.A.T.H.项目（地平线上的数学和教学），为STEM专业人员提供的新课程，允许他们获得教学证书，扩大教师招聘活动，扩大职前教师的早期实地经验，以及与少数民族参与联盟等现有项目的合作努力。数学和科学教学倡议，以及初级教师支持和评估入门计划。指导和建议也大大扩大，以确保来自代表性不足群体的诺伊斯学者的成功。TEMS II将来自两个不同环境的学者和教师聚集在一起，相互学习，从而提高他们有效地教授整个加州学生群体的能力。该评估计划旨在成为加利福尼亚州立大学系统的原型评估模型，为拓宽数学和科学教学专业的管道增加知识体系。与没有参加诺伊斯项目的新教师相比，在诺伊斯学者任教一年后，评估工作可以获得有关招聘策略有效性和教学成功的新信息。

This Noyce Phase II project continues the Noyce Phase I TEMS work currently in progress through collaboration between California State University (CSU), Chico and CSU Sacramento, in partnership with three area school districts. The Northeastern California Curriculum Committee, representing all the rural schools of Northeastern California, is also a collaborator in this project. In conjunction with other existing programs, the Noyce Scholars program has assisted Chico and Sacramento in efforts to increase the number of mathematics and science teachers they produce each year as part of a larger statewide goal of the CSU system. The project is providing scholarships to 37 preservice students at the two campuses, including both undergraduates and post-baccalaureate students. Noyce Scholars participate in enhanced and expanded activities including Hands-On Lab science teaching experiences, Project M.A.T.H. (Mathematics And Teaching on the Horizon), new courses for STEM professionals allowing them to gain teaching credentials, expanded teacher recruitment activities, expanded early field experiences for preservice teachers, and collaborative efforts with existing programs such as the Alliance for Minority Participation, the Mathematics and Science Teaching Initiative, and the Beginning Teacher Support and Assessment induction programs. Mentoring and advising are also greatly expanded to insure the success of Noyce scholars from underrepresented groups. TEMS II brings the scholars and faculty from two different environments together to learn from each other, thus increasing their capacity to effectively teach populations of students throughout California. The evaluation plan is designed to be a prototype evaluation model for the California State University System, adding to the body of knowledge about widening the pipeline to the teaching profession in mathematics and science. Evaluation efforts lead to new information regarding the effectiveness of recruitment strategies and the teaching success of the Noyce Scholars once they have been teaching for one year, in comparison to new teachers who have not participated in the Noyce program.