CSU Noyce Phase II: Empowering Scholars and STEM Teachers

高需求学区（通常位于农村或城市社区）以及英语学习者人数众多的学区需要合格的教师。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准备24名新的中学科学，技术，工程或数学（STEM）教师接受社会正义教育。每个诺伊斯奖学金获得者将致力于或将获得学士学位的STEM学科，并将在CSU中学教师教育计划注册。四个CSU STEM学院将与当地学区、CSU Extension和21个科罗拉多合作教育服务委员会合作。本研究将探讨三个研究问题，以更好地了解教师准备计划的有效性：（1）对接受者的教学自我效能感、对STEM和STEM教学的看法、教学能力和作为教师导师的自我效能感的纵向影响是什么？(2)第一阶段和第二阶段模式对中学生对STEM和STEM学习的看法以及接受者对学生学习的看法有什么影响？(3)第二阶段模型对教师导师对STEM和STEM教学的看法、指导自我效能感和教学能力有什么影响？该项目将努力实现三个总体目标。(1)招聘职位：该项目将招募一年级和二年级的STEM本科生，在现有的STEM夏令营中为服务不足的学生工作，并为他们提供经验丰富的在职STEM课堂教师的指导。参加由数学教育专家领导的第一年数学研讨会的本科生将参与为服务不足的学生提供的外展计划，并将被鼓励申请诺伊斯奖学金。(2)支持：10，000美元的奖学金将颁发给致力于在高需求学校教学的优秀大三和大四学生。该项目将通过CSU联盟学校计划与高需求学校建立强大的全州合作伙伴关系，将成功的毕业生安置在最需要的地方。(3)社区建设：该项目将在诺伊斯学者，导师STEM教师干部和CSU教师教育工作者之间培养一个有凝聚力的从业者社区。对诺伊斯毕业生和导师的支持将包括入门指导和基于探究和设计的STEM教学和STEM社会正义的专业发展。通过这些目标和研究议程，该项目将开发，改进和维护一个管道，为服务不足的学校招聘和准备STEM教师。

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.