Phase 1: URI Robert Noyce Teacher Scholarship Program

罗德岛大学罗伯特·诺伊斯教师奖学金计划正在招收STEM专业的本科生和STEM专业的转行者，他们本来可能不会考虑从事K-12教学，并在入职期间为他们提供支持。具体地说，该项目在5年内支持20名本科STEM专业和5名STEM专业人员。这些学者正准备在高需求学区教授小学、初中和高中学生。此外，50名大一和大二学生将在STEM教育领域获得带薪暑期实习机会。该项目与罗德岛的五个学区以及非营利性组织合作。该项目在两个方面扩展了STEM教师教育，这两个方面都具有变革性的智力价值。首先，使用基于国家K-12科学评估结果的模型，正在选择各种高效的实地安置地点。其次，正在实施有目的的持续辅导模式，以培养合作教师，使其成为诺伊斯学者在学生教学期间的导师。这一模式也正在实施，以支持诺伊斯学者在他们头三年的教学中担任新教师。该项目的评估方面将涉及影响STEM专业学生和STEM专业人员进入K-12教学的因素，影响他们在城市学校工作的兴趣的因素，以及导致成功实习的因素。除了为罗德岛州高需求的学区提供准备充分的STEM教师外，该项目的更广泛影响集中在促进发现和了解成功招聘K-12数学和科学教师以及教师培训方面。已经制定了通过演示文稿和出版物分享重要研究成果的计划。该项目对罗德岛州的劳动力发展也有影响，该州正面临重大的经济转型，在该州，K-12级别的STEM培训和STEM教学可能会在未来发挥重要作用。

The University of Rhode Island Robert Noyce Teacher Scholarship Program is recruiting undergraduate STEM majors and STEM professional career changers who might otherwise not have considered a career in K-12 teaching and supporting them through their induction years. Specifically, this project supports 20 undergraduate STEM majors and 5 STEM professionals over 5 years. These scholars are being prepared to teach elementary, middle, and high school students in high-need school districts. In addition, 50 freshman and sophomores will be afforded paid summer internships in STEM education areas. This project collaborates with five Rhode Island school districts as well as non-profit organizations. This project extends STEM teacher education in two ways, both having transformative intellectual merit. First, using a model based on the results of state K-12 science assessments, diverse and highly effective field placement sites are being selected. Secondly, the Purposeful Ongoing Mentoring Model is being implemented to train cooperating teachers as mentors for Noyce Scholars during student teaching. This model is also being implemented to support Noyce Scholars as new teachers during their first 3 years of teaching. Evaluative aspects of this project will address the factors influencing STEM majors and STEM professionals to enter K-12 teaching, factors influencing their interest in working in urban schools, and factors leading to successful internships.Besides providing well-prepared STEM teachers for high-need school districts in Rhode Island, the broader impacts of this project center on advancing discovery and understanding of successful recruitment and teacher training in K-12 mathematics and science. Plans are in place for sharing significant findings via presentations and publications. This project also has implications for workforce development in Rhode Island, a state facing a significant economic transition and one in which STEM training and STEM teaching at the K-12 level are likely to play a significant future role.