Preparation of STEM Majors and Recruitment of STEM Graduates to Increase the Number of Highly Qualified STEM Teachers

纽约市立大学诺伊斯STEM学院皇后学院是一个为期五年的项目，致力于激励和鼓励STEM专业的有才华的学生和STEM专业人员成为纽约市高需求公立学校的成功科学教师。该项目旨在招聘24名STEM专业和24名STEM专业人员，以培养48名新的、高素质的STEM教师。STEM学院的重要意义在于它致力于通过提高科学意识和让公众更了解科学来促进科学进步。这个项目与诺伊斯计划的使命产生了共鸣，诺伊斯计划寻求通过加强K-12教育系统内提供的科学教学来改善学生的生活。STEM学院将对培养高素质科学教师的充分证明的需求做出回应，这些教师将在贫困、高需求的学校服务。该项目的意义在于它致力于吸引STEM专业的学生和来自不同文化背景的专业人员，留住他们作为优秀的教师，并最终通过认识到校外科学经验与正规课堂环境之间的联系来提高学生的成绩。STEM学院的目标和范围将是支持大纽约市大都市区的48名STEM个人在高需求学校服务。STEM学院将包括两个轨道：一个是为有才华的本科生(N=24)设计的，在他们完成科学和教育双重专业的要求时获得为期两年的奖学金；另一个是为寻求科学方面的初步教师认证的STEM专业人员(N=24)的候选人设计的。STEM学院将通过以下方法和途径实现其目标：1)为未来有才华的科学教育工作者提供精心设计的为期一年、临床丰富的入门和指导计划，将社区科学学习中心的学习经验与正式的高需求合作学校的准备工作结合起来；2)提高来自不同文化社区的STEM专业教师的能力；3)为STEM专业学生和STEM专业人员提供职业过渡；4)提供完善的课程，提高学生的科学内容知识、教学方法和研究经验；5)通过与东道国学校的大师教师的学徒关系来研究有效的教学实践和行为；以及6)在候选人的头两年教学期间提供可持续的、综合的支持。除了培养出48名杰出的科学教师外，STEM学院还预计会产生以下潜在的好处和贡献：(1)培养有关培养和留住科学教育领域具有不同文化背景的有才华的STEM专业人员的导师关系的重要性的知识；(2)加深对非正规和正规环境下进行科学学习的背景的理解；(3)提高高需求学校的高素质科学教育工作者的能力，他们将在课堂上提高科学素养。这项工作的结果有可能帮助全国其他志同道合的教师培训计划。

The Queens College, City University of New York, Noyce STEM Academy is a five-year project dedicated and designed to motivate and encourage both talented students majoring in the STEM disciplines and STEM professionals to become successful science teachers in high-needs public schools in New York City. This project aims to recruit 24 STEM majors and 24 STEM professionals in order to produce 48 new, highly qualified STEM teachers. The significance of the STEM Academy is founded on its commitment to promoting science progress through the advancement of science awareness and a more scientifically informed public. This project resonates with the Noyce Program's mission, which seeks to improve the lives of students by strengthening science instruction provided within K-12 educational systems. The STEM Academy will respond to the well-documented need of preparing highly qualified science teachers who will serve in disadvantaged, high-needs schools. The significance of this project is its commitment to attract STEM majors and professionals from culturally diverse backgrounds, to retain them as outstanding teachers, and ultimately to improve student achievement by recognizing the link between out-of-school science experiences and those in formal classroom settings. The goal and scope of the STEM Academy will be to support 48 STEM individuals in the greater New York City metropolitan area to serve in high-needs schools. The STEM Academy will include two tracks: one designed for talented undergraduate students (N=24) to receive scholarships for two years as they complete requirements for their dual science and education majors, and another designed for candidates who are STEM professionals (N=24) seeking initial teacher certification in science. The STEM Academy will accomplish its goals through the following methods and approaches: 1) providing prospective, talented science educators with a carefully crafted year-long, clinically-rich induction and mentoring program that integrates learning experiences in community-based science learning centers with preparation in formal high-need partner schools; 2) increasing capacity of STEM teaching majors from culturally diverse communities; 3) providing a career transition for STEM majors and STEM professionals; 4) providing a well-developed curriculum that enhances students' science content knowledge, teaching pedagogies, and research experience; 5) studying effective teaching practices and behaviors through apprenticeships with master teachers in host schools; and 6) providing sustainable, integrated support during the candidates' first two years of teaching. In addition to producing 48 outstanding science teachers, the STEM Academy anticipates the following potential benefits and contributions: (1) building of knowledge regarding the importance of mentor relationships on the training and retention of talented STEM professionals from culturally diverse backgrounds in the field of science education; (2) developing greater understanding of the context in which science learning occurs in both informal and formal settings; and (3) increasing the capacity of highly qualified science educators for high-needs schools who will advance scientific literacy in their classrooms. The results of this work have the potential to assist other like-minded teacher preparation programs across the country.