Collaborative Noyce Border Scholars Project along the Arizona-Mexico Border

在美国国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，亚利桑那大学南科奇斯学院诺伊斯边境学者项目将招募36名STEM学科的应届本科生和18名STEM专业人员，并为他们成为中学STEM教师做好准备。在这个项目中，南亚利桑那大学（UAS）将与亚利桑那州和墨西哥边境的13个高需求学区合作。这些地区的学生总数为35000人。利用亚利桑那大学生物圈2、数学教师圈和每月教师教育研讨会等创新的专业发展途径，该项目将改善服务不足的边境学区的STEM教育，并将提供可能扩展到全国类似边境和农村环境的见解。学者将得到大学教练的支持，提供指导和支持。Noyce边境学者项目将增加边境学校高素质STEM教师的数量，重点关注代表性不足的少数民族教师，鼓励更多STEM专业人士进入该行业，通过重新设计的UAS医学教育硕士实习认证轨道，提供有针对性的教师准备。计划，支持新教师在为期两年的入职期内，在STEM领域获得高质量的专业发展，并为教师教育创新的研究做出贡献。该项目以文化相关专业发展为重点，支持文化相关教学，将进一步发展针对农村和边境地区学校STEM教师的情境化教师教育领域，解决边境地区学校STEM教师严重短缺的问题，通过情境化教师教育促进知识的发展。并帮助建立边境学校的基础设施，以招募和留住种族多元化和文化能力强的STEM教师。该项目强调将研究与教育相结合，并以具有文化竞争力的教学法为支持，将为社区提供具备技能的教师，向学生传授STEM的欣赏。社会效益将包括在一个贫困、英语学习者普遍、教育成就水平较低的地区提高学生的潜力。研究结果将以出版物和报告的形式传播给其他服务不足地区的STEM教育工作者，课程和技术将与教师教育项目的其他专业人员分享，特别是那些为边境和农村学区服务的教师。该项目的智力优势将建立在南亚利桑那大学向教学过渡计划的成功教师准备计划的基础上。在项目的整个生命周期中，Noyce Border学者将报告STEM内容知识的增加，与多元文化环境中教学相关的知识和技能的增加，以及STEM教学自我效能的提高，从而改善合作学区所服务的文化多样性，经济挑战地区的教学环境。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the University of Arizona South/Cochise College Noyce Border Scholars project will recruit 36 recent undergraduates in STEM disciplines and 18 STEM professionals, and prepare them to become secondary and middle-school STEM teachers. In this project, the University of Arizona South (UAS) will be collaborating with 13 high-need school districts along the Arizona-Mexico border. The total student population is 35,000 in these districts. Utilizing such innovative professional development pathways as field experiences at University of Arizona's Biosphere 2, Math Teacher's Circles, and monthly Teacher Education Seminars, the project will improve STEM education within underserved border school districts and will provide insights that may be extended to similar border and rural settings around the nation. Scholars will receive the support of university coaches to provide guidance and support. The Noyce Border Scholars project will increase the number of highly qualified STEM teachers in border schools, with an emphasis on underrepresented minority teachers, encourage more STEM professionals to enter the profession, provide targeted teacher preparation through a redesigned Intern Certification track of the UAS M.Ed. program, support new teachers throughout a two-year induction period, with high quality professional development in STEM, and contribute to the body of research on innovation in teacher education.With its focus on culturally relevant professional development in support of culturally relevant teaching, the project will further develop the field of context-specific teacher education for STEM teachers in rural and border schools, address the critical shortage of STEM teachers in border area schools, advance knowledge through context-specific teacher education, and help to build the infrastructure of border schools to recruit and retain ethnically diverse and culturally competent STEM teachers. The project's emphasis on integrating research and education, backed with culturally competent pedagogy, will provide communities with teachers armed with the skills to impart the appreciation of STEM to their students. Societal benefits will include advancing student potential in a region characterized by poverty, a prevalence of English learners, and low educational achievement levels. Findings will be disseminated in publications and presentations reaching STEM educators in other underserved regions, and curricula and techniques will be shared with other professionals in teacher education programs, especially those that serve border and rural school districts. The project's intellectual merits will build on the successful teacher preparation program of the University of Arizona South's Transition to Teaching program. Throughout the life of the project, Noyce Border Scholars will report increased STEM content knowledge, increased knowledge and skills related to teaching in a multicultural environment, and increased STEM teaching self-efficacy, thereby improving the teaching environment in the culturally varied, economically challenged areas served by partner school districts.