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

皇后学院，纽约城市大学，诺伊斯STEM学院是一个为期五年的项目，致力于激励和鼓励两个有才华的学生主修STEM学科和STEM专业人士成为成功的科学教师在高需求的公立学校在纽约市。该项目旨在招募24名STEM专业人员和24名STEM专业人员，以培养48名新的高素质STEM教师。 STEM学院的重要性在于其致力于通过提高科学意识和更科学地了解公众来促进科学进步。该项目与诺伊斯计划的使命产生了共鸣，该计划旨在通过加强K-12教育系统内提供的科学教学来改善学生的生活。STEM学院将响应准备高素质的科学教师谁将在弱势，高需求的学校服务的需求。该项目的重要性在于，它致力于吸引来自不同文化背景的STEM专业和专业人士，留住他们作为优秀教师，并最终通过认识到校外科学经验与正式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专业的要求时获得两年的奖学金，另一个是为STEM专业人士（N=24）寻求科学初始教师认证的候选人设计的。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制作的为期一年的，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相结合; 2）提高来自文化多样性社区的STEM教学专业的能力; 3）为STEM专业和STEM专业人员提供职业过渡; 4）提供完善的课程，以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名师学徒学习有效的教学实践和行为;（六）在学生入职的头两年提供持续的综合支援。除了培养出48名优秀的科学教师外，STEM学院预计还将带来以下潜在的好处和贡献：（1）建立关于导师关系对培养和留住科学教育领域来自不同文化背景的优秀STEM专业人员的重要性的知识;（2）更好地理解科学学习在非正式和正式环境中发生的背景;以及（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准备计划。

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.