UT3 Noyce Scholarship Plus

该项目正在研究第一期项目UT3（UToledo.UTeach.UTouch the Future）诺伊斯奖学金计划的学者。 UT3 培养了 40 名 STEM 专业人士成为初中和中学的科学和数学教师，最终获得了俄亥俄州替代教育者许可证 (OAEL)，这是该州为解决预期的教师短缺问题而开发的快速通道许可证。经过两年的新手指导全职教学后，即可获得完全执照。俄亥俄州修改了其执照结构和要求，并于 2012 年 1 月取消了 OAEL。因此，UT3 的最后一批学生参加了该大学为期一年的许可替代硕士课程 (LAMP)，这是一项为期一年的住院医师计划，最终获得完全执照。 这一变化为比较两种许可途径提供了项目信息。该项目的主要目标是研究比较 LAMP 计划与 OAEL 计划的数据。 它正在修改和扩展原来的计划，以更好地适应大学重新设计的课程，并允许收集更详细的信息，以深入了解学者从招聘到就业所经历的独特过程。 该项目正在调查为什么一些学者比其他学者更成功地获得教学职位，以及在获得教学职位的过程中哪些素质和策略是必不可少的，以及一旦获得就业后，在新手阶段（前三年）的教学实践的发展。 该项目正在研究学者对学生的影响，并扩大评估范围，以比较基于项目参与 LAMP 与 OAEL 的学者成果。对 UT3 项目的深入研究为 STEM 专业人士过渡到教学过程提供了深入的见解。该项目正在研究最近的 STEM 教育毕业生，因为他们在教学职位竞争激烈的时候寻求教师职业的就业，因为他们通过完成额外的课程来进行重组，以及因为新手教师经历了他们的前三年或更长的全职教学。 这项研究还比较了采取不同途径实现教学目标的专业人士。研究结果正在与大学的教师培训计划和更广泛的社区分享，目的是改善非传统学生的教师培训。其结果是，该计划为新教师进入充满挑战、不断变化的教学就业市场提供了充满活力的支持系统。随着学者们被安置在高需求地区，向来自 STEM 专业人士的高素质 STEM 教师学习对来自代表性不足群体的儿童所产生的影响正在被记录下来。项目结果与其他 STEM 教师准备项目和 K-12 学区共享，因为数据提供了从教师招聘到专业教师的丰富描述。 调查结果还让政策制定者了解替代教学许可计划的优点和缺点。

This project is studying the scholars from the Phase I project UT3 (UToledo. UTeach. UTouch the Future) Noyce Scholarship Program. UT3 prepared 40 STEM professionals to become science and math teachers in middle and secondary school, culminating with Ohio Alternative Educators License (OAEL), a fast track license developed by the state to address an expected teacher shortage. Full licensure is earned after two years of novice, mentored full time teaching. The State of Ohio revised their licensure structure and requirements and eliminated the OAEL as of January 2012. As a result, the last cohort from UT3 was enrolled in the university's one-year Licensed Alternative Master's Program (LAMP), a one year residency program that culminates in full licensure. This change provided the project information for comparing the two pathways to licensure.This project's primary goal is to study the data that compares the LAMP program with the OAEL program. It is modifying and expanding the original plan to better fit the university's redesigned program and allow for the collection of more detailed information to provide insight as to the unique process the scholars have experienced from recruitment through employment. The project is investigating why some scholars are more successful than others in obtaining a teaching position and what qualities and strategies are essential in the process of obtaining a teaching position and, once employment is secured, the development of teaching practice through the novice stage (first three years). The project is examining the effects the scholars have on their students and is expanding the evaluation to compare scholar outcomes based upon program participation LAMP vs. OAEL.An in-depth examination of the UT3 program is providing insight as to the process STEM professionals engage in as they transition to teaching. This project is studying recent STEM education graduates as they seek employment in the teaching profession at a time when teaching positions are competitive, as they retool through the completion of additional coursework, and as the novice teachers experience their first three or more years of full time teaching. This study is also comparing professionals who have taken different paths to reach their goal of teaching.Findings are being shared with the University's teacher preparation program and the broader community with the goal of improving teacher preparation for the non-traditional student. The result is a program that provides a vibrant system of supports for the new teachers entering the challenging, ever changing teaching job market. As scholars are placed in high needs districts, the effects on children from underrepresented groups as a result of learning from high quality STEM teachers who have been STEM professionals is being documented. Project findings are shared with other STEM teacher preparation programs and with K-12 school districts as the data provides a rich description of the journey from teacher recruit through professional teacher. Findings also inform policy makers as to the strengths and weaknesses of alternative teaching licensure programs.