Phase I Robert Noyce Teacher Scholarship Program: Future STEM Teachers in South Texas (F(ST)2)

高中数学和科学是德克萨斯州最严重的短缺地区之一，这与招募和留住合格的数学和科学教师的国家挑战是一致的。南德克萨斯州未来的STEM教师（F（ST）2）是由罗伯特·诺伊斯教师奖学金计划资助的第一阶段项目，重点是鼓励德克萨斯农工&大学金斯维尔（TAMUK），德尔马尔学院，南德克萨斯学院和德克萨斯州立技术学院的有才华的本科生主修计算机科学，数学，化学，生物学，地球科学，和物理成为认证的中学STEM教师在金斯维尔独立学区（ISD），科珀斯克里斯蒂ISD和法尔圣胡安阿拉莫ISD在南德克萨斯州的高需求的学校。 该项目将招募具有强大STEM背景的个人进入教学，并为支持高需求中学的新STEM教师建立基础设施。 该项目将为来自代表性不足群体的学生提供严格的STEM经验，并加强与社区学院的STEM教育合作伙伴关系。因此，对社会的直接好处将是弥合在STEM学科中代表性不足的学生社区内持续存在的差距。德克萨斯州南部的西班牙裔高中生最终将成为受益者。第一阶段罗伯特·诺伊斯教师奖学金项目将为24名有才华的STEM专业学生提供奖学金，以招募和培养他们成为高需求学校的有效STEM教师。这包括从社区学院转学的学生以及土生土长的TAMUK学生。实习将吸引有才华的TAMUK和合作伙伴社区大学的学生在以STEM为重点的夏令营中刺激STEM活动。活动将包括辅导，同伴指导，并在干学科和教育的研究。诺伊斯学者将参加由教育和STEM教师谁是项目团队的成员给出的研讨会，在高需求的学区密集的教学现场经验参加职前活动，并由STEM教师和资深高中教师辅导。新的STEM教师的支持性基础设施将支持和保留诺伊斯学者在他们的头两年教学在高需求的学校。TAMUK第一阶段诺伊斯教师奖学金计划将加强大学现有的教育工作者准备计划，该计划为数学，科学和技术应用方面的认证教师做好准备。通过积极的营销，奖学金和暑期实习，该计划将吸引有才华的学生主修STEM领域，并在高需求的中学从事STEM课程教学。该计划将侧重于通过高需求的中学，合作伙伴社区学院，艺术与科学学院，教育与人类表现学院以及TAMUK工程学院之间的真正合作关系，在项目开发中建模最佳实践。该项目的研究结果和最佳做法将通过研究和学术出版物以及在专业会议上的介绍加以传播。该计划将成为许多其他四年制大学和社区学院合作进行STEM教师教育的典范。 成果衡量标准将包括教师招聘和保留率。 教师的有效性将通过对学生成绩的影响来衡量，使用比较研究和时间序列分析。

High school mathematics and science are the teaching areas that have persisted among the most critical shortage areas in Texas, consistent with the national challenge of recruiting and retaining qualified mathematics and science teachers. Future STEM Teachers in South Texas (F(ST)2), a Phase I project funded by the Robert Noyce Teacher Scholarship program, is focused on encouraging talented undergraduate students at Texas A&M University-Kingsville (TAMUK), Del Mar College, South Texas College, and Texas State Technical College majoring in Computer Science, Mathematics, Chemistry, Biology, Geoscience, and Physics to become certified secondary STEM teachers at high-need schools in Kingsville Independent School District (ISD), Corpus Christi ISD, and Pharr-San Juan-Alamo ISD in South Texas. The project will recruit individuals with strong STEM backgrounds into teaching and build the infrastructure for supporting new STEM teachers in high-need secondary schools. The project will provide students from underrepresented groups with rigorous STEM experiences and strengthen partnerships with community colleges for STEM education. Therefore, a direct benefit to society will be to bridge the gap that persists within communities that serve students underrepresented in STEM disciplines. Hispanic high school students in South Texas ultimately will be the beneficiaries. This Phase I Robert Noyce Teacher Scholarship project will provide scholarships for 24 talented STEM major students to recruit and prepare them to be effective STEM teachers in high-need schools. This includes transfer students from community colleges as well as students who are native to TAMUK. Internships will draw talented TAMUK and partner community college students into stimulating STEM activities at a STEM-focused summer camp. Activities will include tutoring, peer instruction, and research in STEM disciplines and education. Noyce Scholars will attend seminars given by the education and STEM faculty who are members of the project team, participate in pre-professional activities with intensive teaching field experiences in high-need school districts and be mentored by STEM faculty and veteran high school teachers. A supportive infrastructure for new STEM teachers will support and retain Noyce Scholars in their first two years of teaching in high-need schools. The TAMUK Phase I Noyce Teacher Scholarship Program will enhance the university's existing Educator Preparation Program that prepares certified teachers in Mathematics, Science, and Technology Applications. Using aggressive marketing, scholarships, and summer internships the program will attract talented students to major in STEM areas and pursue careers in teaching STEM courses at high-need secondary schools. The program will focus on modeling best practices in program development through authentically collaborative relationships among the high-need secondary schools, the partner community colleges, the College of Arts and Sciences, the College of Education and Human Performance, and the College of Engineering at TAMUK. Findings and best practices of this project will be disseminated through research and scholarly publications and presentations at professional conferences. The program will serve as a model for many other four-year universities and community colleges collaborations for STEM teacher education. Outcome measures will include teacher recruitment and retention rates. Teacher effectiveness will be measured by impact on student achievement, using comparison studies and a time series analysis.