WPUNJ Robert Noyce Teacher Scholarship Phase II

有充分的证据表明，需要有能力、自信、忠诚的STEM教师在高需求的学区服务。通过第二阶段的Noyce项目，威廉帕特森大学将培养24名高素质的STEM教师，他们将激励学习，并致力于在高需求地区教学。奖学金将提供给符合条件的本科STEM专业学生，用于他们最后两年的本科学习。该项目还将通过带薪暑期实习、辅导和/或助教奖学金，为STEM专业的学生提供接触教学的机会。威廉帕特森大学（WPU）将与默瑟县社区学院（MCCC）合作，培养至少拥有数学、化学、地球科学、生物学或综合数学与科学学士学位的STEM教师，这是WPU科学与健康学院的STEM专业。这个由美国国家科学基金会（NSF）罗伯特·诺伊斯教师奖学金项目资助的第二阶段项目也将使用准实验设计进行研究，涉及第一阶段和第二阶段的诺伊斯学者，以确定导致他们成为教师的变量，以及导致他们在高需求城市学校教学成功的变量。将使用WPU的职前教师和在职教师的比较组，这些教师不属于Noyce计划的一部分。该项目将有效地招募和留住新的高绩效教师，这些教师激励STEM学习，在高需求的合作地区茁壮成长，并支持其他人也这样做。该项目旨在通过向符合条件的WPU学生提供奖学金，并为12-20名STEM专业学生提供机会，通过暑期实习、辅导、补充教学领导或学习小组领导经验，将在WPU获得认证的STEM教师候选人的数量从10%增加到20%。WPU将与MCCC合作，每年招收3-5名符合Noyce奖学金资格的STEM转学生，每年招收6-10名符合条件的候选人进入教育学院作为STEM教师候选人。该项目将确保教师候选人能够通过参加以合作、协作和基于探究的方法为重点的科学或数学教育学课程，为STEM课程计划的年度编年史做出贡献，并在毕业前对高需求地区的第一阶段毕业生进行课堂观察，从而成为鼓舞人心的教师。教师候选人将在高需求的城市专业发展学校度过他们的临床实习和学生教学学期。在奖学金获得者的大三和大四期间，将为他们分配教师顾问、教师导师和同伴导师，并在他们的前两年教学中继续提供指导。该项目还将通过项目身份和社交媒体论坛支持奖学金学生。预计该项目将增加三个招聘池：获得教师资格证书的STEM专业毕业生数量，获得教师资格证书的STEM少数民族专业毕业生数量，以及获得教师资格证书的STEM转学专业毕业生数量。最终，该项目将贡献24名新的STEM教师，其中许多来自STEM中代表性不足的群体，并通过4年和2年的大学合作伙伴关系，为高需求地区建立与STEM教师招聘相关的知识。

There is a well-documented need for competent, confident, and committed STEM teachers to serve in high-need school districts. Through this Phase 2 Noyce project, William Paterson University will produce twenty-four well-qualified STEM teachers who inspire learning and who are committed to teaching in high-needs districts. Scholarships will be provided to qualifying undergraduate STEM majors for their final two years of undergraduate study. The project will also offer opportunities for STEM majors to be exposed to teaching as a career through paid summer internships, tutoring, and/or teaching assistantships. William Paterson University (WPU) will partner with Mercer County Community College (MCCC) to develop certified STEM teachers who possess at least a baccalaureate degree in mathematics, chemistry, earth science, biology, or integrated math and science, which is a STEM major in the College of Science and Health at WPU. This Phase 2 project, funded by the National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program, will also conduct research using a quasi-experimental design involving Phase 1 and Phase 2 Noyce Scholars to identify variables that lead them to become teachers, as well as variables that lead to their success in teaching in high need urban schools. Comparison groups of pre-service and in-service teachers at WPU, who are not part of the Noyce program, will be used. This project will be effective in recruiting and retaining new high-performing teachers who inspire STEM learning, thrive in high-need partner districts, and support others to do the same. The project aims to increase the number of STEM teacher candidates who become certified at WPU from 10% to 20% over the next five years by providing scholarships to qualifying WPU students and by providing opportunities for 12-20 STEM majors to be exposed to teaching as a career through summer internships, tutoring, supplemental instructional leadership or study group leader experiences. WPU will work in partnership with MCCC to recruit 3-5 STEM transfer students who are qualified for the Noyce Scholarship annually and recruit 6-10 qualified candidates who will enter the College of Education as STEM teacher candidates annually. The project will ensure that teacher candidates are capable of being inspiring teachers by enrolling in a science or mathematics pedagogy course that focuses on cooperative, collaborative, and inquiry-based methods, contributing to an annual chronicle of STEM lesson plans, and by conducting classroom observations of Phase I graduates in high need districts prior to graduation. Teacher candidates will spend their clinical practicum as well as their student teaching semester in a high-need urban professional development school. Faculty advisors, teacher-mentors and peer-mentors will be assigned to scholarship recipients during their junior and senior years and mentoring will continue into their first two years of teaching. The project will also support scholarship students through a project identity and social media forum. It is anticipated that three recruitment pools will increase as a result of this project: the number of STEM majors graduating with teacher certification, the number of minority STEM majors graduating with teacher certification, and the number of transfer STEM majors graduating with teacher certification. Ultimately, this project will contribute twenty-four new STEM teachers, many of them from underrepresented groups in STEM, as well as build knowledge related to STEM teacher recruitment for high need districts through 4-year and 2-year college partnerships.