The University of Alabama Noyce Scholars Program

阿拉巴马大学诺伊斯学者计划

• 批准号: 1340069
• 负责人: Dennis Sunal
• 金额: $ 145万
• 依托单位: University of Alabama Tuscaloosa
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1340069&HistoricalAwards=false
• 关键词: University; Alabama; Noyce; Scholars; Program

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.

阿拉巴马大学诺伊斯奖学金计划旨在增加从阿拉巴马大学毕业的化学、数学和物理教师的数量和多样性。在阿拉巴马州和全国，有针对性的学科需求很大。该项目有3个主要目标，目标包括1)通过早期教学经验进行招聘，2)支持和维持三年级和四年级学生的协作战略，以及3)为毕业生提供广泛和不断变化的入职机会，旨在留住高需求学区的优质教师。除了STEM专业人员外，诺伊斯学者还积极从全州的高中和社区学院、大学招聘，重点是代表性不足的多样化候选人。该项目正在加强目标学科的UA教师培训计划，活动导致产生21名新的科学和数学教师，包括：1)在UA和8所合作社区大学的新生入门体验，随后是75个UA暑期实习，与研究人员合作并参观示范教室；2)二年级扩展入门培训，然后是45个暑期UA教室学习助理实习；3)利用14个奖学金支持的实验室技术进行初三和大四的培训和以探究为导向的教学经验；4)由7项津贴支持的MA STEM专业认证计划，5)一个多阶段的入职过程，从高中的专家教师指导开始，一直到研究生课程，最终由诺伊斯学者指导新教师。每收到一年的资助，诺伊斯学者就会承诺在高需求学区任教两年。UA Noyce首先通过与阿拉巴马州社区学院在拥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。每所社区学院都有一名指定的联络员导师，帮助招收诺伊斯大学的学生，并在大一和大二之后安排暑期实习生。第二是与阿拉巴马州数学科学和技术倡议的合作，该倡议被卓越教育中心评为模范项目。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。这些学区有很高比例的低收入学生代表不足，几乎没有STEM榜样。这些学校提供指导教师，协助招聘，提供实地经验的示范教室，并与UA合作制定、实施和维持一个广泛的4年入职计划。该项目旨在解决教师从大一到初年作为在职教师的发展。它提供以研究为基础的实践，包括发展招聘网络、激发和保持学生兴趣的早期教学经验、与在职教师的指导关系、在STEM内容和教学方面的广泛高质量实地经验，以及作为新教师的入职课程。该项目有强大的评估和研究部分，审查影响诺伊斯教师的招聘、留住、多样性、准备和入职的因素。收集数据的一些重要问题包括成功招聘的特点，早期学习经验的影响，诺伊斯计划在留住教师方面的成功，以及与非诺伊斯教师相比，在职诺伊斯教师的有效性。该项目正在传播一个协同模式，利用协作来创建、建立和增加STEM途径。UA模式利用位于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，这些学院往往缺乏目标领域学生的榜样。该模式展示了如何利用和升级现有的基础设施来加强研究型STEM教师教育项目的发展。