Preparing Future Mathematics and Science Teachers through the Noyce Scholarship Program at Savannah State University and Savannah Technical College

对于这个罗伯特·诺伊斯教师奖学金第一阶段项目，来自萨凡纳州立大学（SSU）的调查人员将与合作机构密切合作，招募，指导，教育和认证学生成为高素质的STEM中学和高中教师，以帮助缓解国家需求这一领域的劳动力短缺。项目团队将帮助将该项目的毕业生安置在高需求的学校，然后在他们进入STEM教学专业时为他们提供重要和及时的支持。为了应对萨凡纳查塔姆县公立学校系统（SCCPSS）对STEM教师的高需求，SSU将与SCCPSS和两年制学校萨凡纳技术学院（STC）合作，以增加高质量，技术教育认证的STEM教师的数量，准备在高需求的学校任教。 特别是，这个诺伊斯项目将准备至少二十八（28）本科数学和工程专业和八（8）干专业人士成为认证的中学或高中数学和/或科学等级6 - 12教师。SSU的活动作为一个历史上的黑人大学与94%的非裔美国人的学生团体不仅将提高干劳动力的多样性，但也将有助于更广泛地了解教师准备计划如何可以量身定制，以达到和准备非洲裔美国人和其他代表性不足的少数民族学生成功的干教学生涯。导师，并留住新的高素质的STEM教师。这些战略组成部分将包括：（i）促进广泛的外联和有针对性的招聘活动;（ii）提供实习和暑期课程（iii）为有意成为教师的科学、技术、工程及数学专业大三及大四学生提供奖学金;（iv）提供一个具挑战性、能解决问题、以探究为基础、互相合作的学习环境，以透过SSU的既定教师教育计划，解决实际应用的问题;（v）推行实地经验活动，以协助培训及挽留人才的过程;（vi）安排专业发展、辅导机会，及其他入职支援，以确保早期职业教师毕业生能顺利过渡到教学工作，并能更好地留住人才;以及（vii）研究和评估这些措施的效果。评估工具旨在提供定量和定性信息，作为研究和持续改进计划的基础。

For this Robert Noyce Teacher Scholarship Phase I project, investigators from Savannah State University (SSU) will work closely with partner institutions to recruit, mentor, educate, and certify students to become highly qualified STEM middle school and high school teachers to help alleviate workforce shortages in this area of national need. The project team will help place graduates from the program in high-need schools and then provide them with important and timely support when they enter the STEM teaching profession. Responding to the high demand for STEM teachers in the Savannah Chatham County Public School System (SCCPSS), SSU will partner with SCCPSS and two-year school Savannah Technical College (STC) to increase the number of high quality, technology education-certified STEM teachers prepared to teach in high-need schools. In particular, this Noyce project will prepare at least twenty-eight (28) undergraduate mathematics and engineering majors and eight (8) STEM professionals to become certified middle school or high school teachers of mathematics and/or science grades 6 - 12. SSU's activities as a Historically Black University with a student body of 94% African-American not only will enhance STEM workforce diversity, but will also contribute to a broader understanding of how teacher preparation programs can be tailored to reach and prepare African-American and other underrepresented minority students for successful STEM teaching careers.The overall program will employ several interconnected components to recruit, train, mentor, and retain new highly qualified STEM teachers. These strategical components will include: (i) promoting extensive outreach and targeted recruitment activities; (ii) providing internships and summer programs (workshops, observation, and hands-on teaching experiences) for first and second year undergraduates as part of the recruitment process to generate interest in teaching; (iii) funding scholarships for selected junior and senior STEM majors who wish to become teachers; (iv) offering a challenging, problem solving, inquiry based, collaborating learning environment to address real-world applications through SSU's established teacher education program; (v) implementing field experience activities to aid the training and retaining process; (vi) orchestrating professional development, mentoring opportunities, and other induction support to ensure a successful transition to teaching and improved retention for the early career teacher graduates; and (vii) researching and assessing the effects of these initiatives. The assessment tools are designed to provide both quantitative and qualitative information as a basis for research and continuous improvement of the program.