CSU Noyce Phase II: Empowering Scholars and STEM Teachers

在经常位于农村或城市社区的高需求学区以及那些有大量英语学习人口的学区，确实需要合格的教师。在该项目的五年期间，科罗拉多州立大学(CSU)诺伊斯第二阶段奖学金计划将培养24名接受过社会正义教育的中学科学、技术、工程或数学(STEM)教师。每一位诺伊斯奖学金获得者都将获得或已经获得STEM学科的学士学位，并将参加CSU中学教师教育计划。四所CSU STEM学院将与当地学区、CSU分校和21个科罗拉多州合作教育服务委员会合作。为了更好地了解教师培训计划的有效性，本项目将研究三个问题：(1)对受教育者的教学自我效能感、对STEM和STEM教学的感知、教学能力和作为教师导师的自我效能感有什么纵向影响？(2)阶段1和阶段2模式对中学生对STEM和STEM学习的感知以及接受者对学生学习的感知有什么影响？(3)阶段2模式对教师对STEM和STEM教学的指导感知、指导自我效能感和教学能力有什么影响？本项目将朝着三个总体目标努力。(1)招聘：该项目将招募一年级和二年级的STEM本科生到现有的STEM夏令营工作，该夏令营为服务不足的学生提供指导，并向他们提供经验丰富的在职STEM课堂教师的指导。参加由一名数学教育专家主持的第一年数学研讨会的本科生将参加针对服务不足学生的外展计划，并将被鼓励申请诺伊斯奖学金。(2)支持：致力于在高需求学校任教的优秀大三和大四学生将获得1万美元的奖学金。该项目将通过CSU联盟学校计划，利用全州范围内与高需求学校的强大合作伙伴关系，将成功的毕业生安置在最需要他们的地方。(3)社区建设：该项目将在诺伊斯学者、STEM导师干部和CSU教师教育工作者中培养一个有凝聚力的从业者社区。对Noyce毕业生和导师的支持将包括在STEM的探究式和设计式STEM教学和社会公正方面的入职指导和专业发展。通过这些目标和研究议程，该项目将发展、改进和保持一条为服务不足的学校招聘和准备STEM教师的渠道。

There is an established need for well-qualified teachers in high-need school districts, which are often located in rural or urban communities, and those with significant populations of English language learners. Over the five-year duration of the project, the Colorado State University (CSU) Noyce Phase 2 Scholarship Program will prepare 24 new secondary science, technology, engineering, or mathematics (STEM) teachers educated in social justice. Each Noyce Scholarship recipient will be working toward or will have earned a bachelor's degree in a STEM discipline, and will be enrolled in the CSU secondary teacher education program. Four CSU STEM colleges will work in partnership with local school districts, CSU Extension, and the 21 Colorado Boards of Cooperative Educational Services. The project will address three research questions to better understand the effectiveness of teacher preparation programs: (1) What is the longitudinal impact on recipients' teaching self-efficacy, perceptions of STEM and STEM teaching, teaching ability, and self-efficacy as a teacher mentor? (2) What impacts do the Phase 1 and Phase 2 models have on secondary student perceptions of STEM and their STEM learning as well as recipients' perceptions of their students' learning? (3) What impacts does the Phase 2 model have on teacher mentor perceptions of STEM and STEM teaching, mentoring self-efficacy, and teaching ability?The project will work toward three overarching objectives. (1) Recruitment: The project will recruit first and second year STEM undergraduates to work at an existing summer STEM camp for under-served students and provide them with mentorship from experienced in-service STEM classroom teachers. Undergraduates enrolled in a first year mathematics seminar led by a mathematics education expert will be engaged in outreach programs for under-served students and will be encouraged to apply for a Noyce Scholarship.(2) Support: Scholarships of $10,000 will be awarded to outstanding juniors and seniors committed to teaching in high need schools. The project will leverage a strong statewide partnership with high-need schools through the CSU Alliance School Program to place successful graduates where they are needed most. (3) Community building: The project will foster a cohesive community of practitioners among the Noyce Scholars, a Cadre of Mentor STEM teachers, and teacher educators at CSU. Support for Noyce graduates and mentor teachers will include induction mentoring and professional development on inquiry-based and design-based STEM instruction and social justice in STEM. Through these objectives and the research agenda, the project will develop, improve, and maintain a pipeline to recruit and prepare STEM teachers for underserved schools.