The University of Alabama Noyce Scholars Program

阿拉巴马大学诺伊斯学者计划旨在增加从阿拉巴马大学化学、数学和物理专业毕业的教师的数量和多样性。目标学科在阿拉巴马州和全国都有很大的需求。该项目有三个主要目标，包括：1)通过早期教学经验招聘；2)支持和维持初中生和高年级学生的合作战略；3)广泛和不断发展的毕业生入职培训，旨在为高需求学区留住优质教师。除了STEM专业人士外，还积极从全州的高中和社区学院、大学、大学招募Noyce学者，重点关注代表性不足的多元化候选人。该项目旨在通过培养21名新的科学和数学教师的活动，加强UA在目标学科的教师培养计划，包括：1)大一新生在UA和8所合作社区学院的入学培训经历，随后有75个UA暑期实习机会，与一名研究员一起工作，并参观示范性教室；2)大二扩展入学培训之后，有45个在UA教室担任学习助理的暑期实习机会；3)大三和大四的培训和探究型教学经验，使用实验室技术，获得14个奖学金；5)一个多阶段的导入过程，从高需求学校的专家教师指导开始，通过研究生课程，最终由Noyce学者指导新教师。诺伊斯奖学金获得者每获得一年的资助，就承诺在一个高需求学区任教两年。UA Noyce首先通过与拥有许多高需求学校的地区的阿拉巴马州社区学院的紧密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，帮助学生进入UA Noyce，并在大一和大二之后安排暑期实习生。第二是与全州范围内的阿拉巴马数学科学与技术倡议合作，该倡议被卓越教育中心认定为典范项目。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没有被充分代表，几乎没有STEM的榜样。这些学校提供指导教师，协助招聘，提供实地体验的示范教室，并与UA合作开发，实施和维持广泛的4年入职计划。该项目涉及教师从一年级到作为在职教师的早期发展。它提供了基于研究的实践，包括招聘网络的发展、激发和维持学生兴趣的早期教学经验、与在职教师的指导关系、在STEM内容和教学法方面的广泛高质量实地经验，以及新教师的入门课程。该项目有很强的评估和研究成分，审查影响Noyce教师的招聘、保留、多样性、准备和诱导的因素。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、Noyce计划在留住教师方面的成功，以及在职Noyce教师与非Noyce教师相比的有效性。该项目正在传播一种协同模式，利用协作来创建、建立和增加STEM途径。UA模式建立了一个广泛的化学、数学和物理教师招聘网络，利用位于农村和城市地区的社区大学，这些大学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，以加强基于研究的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.