The University of Alabama Noyce Scholars Program

亚拉巴马大学（UA）诺伊斯学者计划旨在增加从UA毕业的化学，数学和物理教师的数量和多样性。 目标学科在亚拉巴马和全国的需求很大。 该项目有3个主要目标，包括1）通过早期教学经验招聘，2）支持和维持大三和大四学生的合作战略，以及3）旨在留住高需求学区的优质教师的毕业生的广泛和不断发展的入门。 诺伊斯学者积极从整个国家的高中和社区学院，大学，除了STEM专业人士招募，重点是代表性不足，多样化的候选人。 该项目正在加强目标学科的普遍获得教师准备方案，其活动导致产生21名新的科学和数学教师，包括：1）在UA和8所合作社区学院的新生入学体验，然后是75个夏季UA实习，与研究人员一起工作，参观模范教室，2）大二扩展方向，然后是45个夏季实习作为学习助理在UA教室，3）大三和大四年的培训和调查为导向的教学经验，使用实验室技术支持的14个奖学金，4）由7项津贴支持的MA STEM专业认证计划，以及5）多阶段的入门过程，从高需求学校的专家教师指导开始，通过研究生课程，由诺伊斯学者指导新教师。 对于收到的每一年的资金，诺伊斯学者承诺在高需求学区教学两年。 UA Noyce首先通过与亚拉巴马社区学院在有许多高需求学校的地区进行强有力的合作来实现这些目标。 每个社区学院都有一个指定的联络教师导师谁协助学生招聘到UA诺伊斯和安置暑期实习生后，大一和大二。 其次是与全州范围内的亚拉巴马数学科学和技术倡议合作，该倡议被卓越教育中心视为示范项目。 第三是与农村和城市学区合作，在整个项目中为学生提供教学经验。 这些地区有很高比例的代表性不足的低收入学生，几乎没有STEM榜样。 这些学校提供指导教师，协助招聘，提供示范教室实地经验，并与UA合作开发，实施和维持广泛的4年入职计划。该项目解决了从大一到在职教师早期的教师发展问题。 它提供基于研究的实践，包括招聘网络的发展，早期教学经验，以激发和维持学生的兴趣，与在职教师的指导关系，STEM内容和教学法的广泛质量实地经验，以及作为新教师的入门课程。 该项目具有强大的评估和研究组成部分，检查影响诺伊斯教师的招聘，保留，多样性，准备和上岗的因素。 收集数据的一些重要问题包括成功招聘的特征，早期学习经验的影响，诺伊斯计划在保持教师职业方面的成功，以及在职诺伊斯教师与非诺伊斯教师相比的有效性。该项目正在传播一种协同模式，用于使用协作来创建，建立和增加STEM途径。 普遍获得模式利用农村和城市地区的社区学院建立了一个广泛的化学、数学和物理教师招聘网络，这些社区学院往往缺乏目标领域学生的榜样。 该模型展示了现有基础设施的使用和升级，以加强以研究为基础的STEM教师教育计划的发展。

The University of Alabama (UA) Noyce Scholars program is designed to increase the number and diversity of teachers graduating from UA in chemistry, mathematics, and physics. The targeted disciplines are in great demand in Alabama and the nation. The project has 3 major goals with objectives that include 1) recruitment through early teaching experiences, 2) collaborative strategies supporting and sustaining juniors and seniors, and 3) extensive and evolving induction for graduates aimed at retaining quality teachers in high-need school districts. Noyce scholars are actively recruited from high schools and community colleges throughout the state, universities, in addition to STEM professionals, with a focus on underrepresented, diverse candidates. The project is enhancing the UA teacher preparation program in the targeted disciplines with activities leading to the production of 21 new science and mathematics teachers including: 1) freshman orientation experiences at UA and 8 collaborating community colleges followed by 75 summer UA internships to work with a researcher and visit exemplary classrooms, 2) sophomore extended orientation followed by 45 summer internships as learning assistants in UA classrooms, 3) junior and senior year training and inquiry oriented teaching experiences using lab technology supported by 14 scholarships, 4) MA STEM professional certification program supported by 7 stipends, and 5) a multistage induction process beginning with expert teacher mentoring in high needs schools through graduate coursework leading to mentoring of new teachers by the Noyce scholar. For each year of funding received, Noyce Scholars commit to teaching two years in a high needs school district. UA Noyce accomplishes these goals first through strong collaboration with Alabama community colleges in regions with many high-need schools. Each community college has a designated liaison faculty mentor who assists with student recruitment into UA Noyce and placement of summer interns following the freshman and sophomore years. Second is collaboration with the statewide Alabama Math Science and Technology Initiative recognized as an exemplary model program by the Center for Excellence in Education. Third is partnership with rural and urban school districts providing students with teaching experiences throughout their program. The districts have a high percentage of underrepresented low income students with few STEM role models. The schools provide mentor teachers, assist in recruiting, offer exemplary classrooms for field experiences, and collaborate with UA in developing, implementing, and sustaining an extensive 4-year induction program.The project addresses the development of the teacher from the freshman year into the early years as an inservice teacher. It provides research-based practices including development of a recruiting network, early teaching experiences to motivate and sustain student interest, mentoring relationships with inservice teachers, extensive quality field experiences in STEM content and pedagogy, and induction courses as new teachers. The project has strong evaluation and research components examining factors that affect the recruitment, retention, diversity, preparation, and induction of Noyce teachers. Some important questions for which data are collected include characteristics of successful recruits, impact of early learning experiences, the success of the Noyce program in keeping teachers in the profession, and the effectiveness of inservice Noyce teachers compared with non-Noyce teachers.The project is disseminating a synergistic model for the use of collaboratives to create, build upon, and increase the STEM pathway. The UA model establishes an extensive recruitment network for teachers in chemistry, mathematics, and physics using community colleges located in rural and urban regions often lacking in role models for students in the targeted fields. The model demonstrates the use and upgrading of existing infrastructure to enhance research-based STEM teacher education program development.