Mercy Intensive STEM Teacher Initiative (MISTI)

慈悲密集STEM教师计划(MISTI)是一项为期五年的第一轨道第一阶段诺伊斯教师奖学金计划，旨在培养20名获得认证的高中或中学数学和生物教师，每位教师都拥有生物或数学专业，每个人都获得了青春期教育硕士学位和纽约州教学认证。合作组织包括扬克斯公立学校、塔里敦公立学校、奥西宁公立学校和布朗克斯区的哈里·S·杜鲁门高中、威彻斯特社区学院、布朗克斯社区学院和罗克兰社区学院。专门为该项目设计的活动包括一年级和二年级结束时的STEM暑期沉浸夏令营，以及为三年级和四年级学生提供的教学入门课程，内容包括课堂观察、同伴教学、教学研讨会、研讨会发展和在仁慈学院家长中心的演讲。它的高潮是在高需求的初中和高中进行为期一年的临床实习。诺伊斯学者在本科生、研究生和入门阶段接受密集的指导。该计划强调通过在线实践社区进行社区建设；并通过纽约大学理工学院的暑期工程体验明确地整合STEM科目。智力优势：课程设计牢固地植根于有关教师培训的有效实践的文献，并通过分析提供密集指导、暑期研究和协作学习活动以及实践工程经验(一个传统上不包括在教师培训中的主题，但在K-12教育中越来越重要)的结果，增加了不断增长的知识体系。MISTI项目数据正在为数学和科学教师教育工作者和其他研究人员提供与以下相关的最佳实践：1)招募代表性不足的学生进入STEM教学；2)改善高需求学校的教师保留率；以及3)临床丰富的教师准备模式。更广泛的影响：通过与地区社区学院建立正式的合作伙伴关系，该项目为纽约市及其周边的社区大学学生开辟了一条成为STEM教育工作者的新途径。项目成果通过会议报告、研讨会和同行评议的文献与合作学院分享。

The Mercy Intensive STEM Teacher Initiative (MISTI), a Track I, Phase I Noyce Teacher Scholarship Program, is a five year program designed to produce 20 certified high school or middle school math and biology teachers, each with a major in biology or mathematics and each earning a Masters in Adolescence Education as well as New York State teaching certification. Partner organizations include Yonkers Public Schools, the Public Schools of the Tarrytowns, Ossining Public Schools, and Harry S. Truman High School in the Bronx, Westchester Community College, Bronx Community College, and Rockland Community College. Activities specifically designed for this program include STEM Summer Immersion Camps at the end of the freshman and sophomore years and, for juniors and seniors, an introduction to teaching that features classroom observations, peer teaching, pedagogical seminars, workshop development and presentation at the Mercy College Parent Center. It culminates in a full-year clinical residency in high-need middle and high schools. Noyce Scholars receive intensive mentoring at the undergraduate, graduate, and induction levels. The program puts an emphasis on community building through an online community of practice; and explicitly integrates STEM subjects through a summer engineering experience at the Polytechnic Institute of New York University. Intellectual Merit: The program design is firmly grounded in the literature on effective practices in teacher preparation and is adding to that growing body of knowledge through analysis of the outcomes of providing intensive mentoring, summer research and collaborative learning activities, and hands-on engineering experiences (a subject not traditionally included in teacher preparation but one of growing importance in K-12 education). MISTI project data is informing math and science teacher educators and other researchers of best practices related to the: 1) recruitment of underrepresented students into STEM teaching; 2) improving teacher retention in high-need schools; and 3) clinically rich models of teacher preparation. Broader Impacts: By forging formal partnerships with regional community colleges, this project creates a new pathway for community college students in and around New York City to become STEM educators. Project findings are shared with partner colleges and through conference presentations, workshops, and peer-reviewed literature.