Responsive, Attentive, Dialogic, and InterActive Noyce Scholars

德克萨斯州立大学诺伊斯项目，也被称为响应、关注、对话和互动诺伊斯学者（RADIANS）项目，将把招聘工作重点放在物理、化学和工程专业，这些学科在其庞大的教师准备项目中代表性不足，同时也代表了美国公立学校教师短缺的领域。RADIANS项目将为寻求教师认证的STEM专业学生提供奖学金支持，在项目的五年生命周期内产生50-60名教师。学者们将参加一个基于实地的教师准备项目，该项目以研究为基础，由STEM和教育教师共同提供。该项目第一学期将在当地一所开设创新STEM学院的高中现场授课，第二学期将在科学与工程学院的科学教育教师的指导下进行为期16周的学生教学体验。在这个项目中，来自教育学院和科学与工程学院的教师还将为学者们设计和提供每月全天的周六研讨会，以提高他们的内容知识和特定内容的教学技能，并增加他们对STEM身份的最新研究的了解，以及他们支持K-12学生STEM身份发展的能力。项目工作人员将利用与地区学区的牢固伙伴关系，促进获得认证的学者在高需求学校就业，并将与地区协调，提供为期两年的入门和指导。最后，RADIANS项目强调学习助理（LA）项目中代表的多样性，这将使教师队伍更加多样化，可以作为少数民族和经济弱势学生的倡导者和积极榜样，并鼓励他们追求科学和教学方面的教育机会。RADIANS项目将为寻求教师资格认证的STEM专业学生提供奖学金支持，并将继续运营学习助理（LA）计划，该计划将在以前的NSF支持下启动，从中招募潜在的教师候选人。RADIANS每年将资助10至12名学者。它将调查几项相关干预措施对科学教师的招聘、发展和保留的长期影响，并将有助于增加与STEM教师发展相关的知识库。STEM认同发展的研究领域以两种方式进入项目：(a)教师教育候选人将学习有关高中生STEM认同发展的最新研究，以及(b)项目人员将研究教师候选人的STEM教师认同发展。这将使研究人员能够调查这些早期经历对教师候选人身份发展的影响，因为他们进入了教师准备计划，通过教师培训取得进展，并经历了他们第一年的课堂教学。潜在的好处包括：在教学项目中招聘具有研究型教学经验的STEM专业学生，将改善K-12科学教学，从而提高学生在高中阶段的科学成绩，提高学生的大学和职业准备。最后，RADIANS项目对代表性多样性的强调有可能产生更多样化的教学队伍，为STEM中代表性不足的学生提供积极的榜样。由一群准备充分、对STEM充满信心的多元化教师积极鼓励年轻的多元化学习者，将对STEM学位的参与和追求产生积极影响，从而有助于培养一支更具竞争力、能力更强、更自信的劳动力队伍。

The Texas State University Noyce project, also known as Responsive, Attentive, Dialogic, and InterActive Noyce Scholars (RADIANS) project, will focus its recruitment efforts on physics, chemistry, and engineering majors, disciplines which are underrepresented in its large teacher preparation program and also represent areas of teacher shortage in US public schools. The RADIANS Project will provide scholarship support to STEM majors who seek teacher certification, resulting in 50-60 teachers over the five-year life of the project. Scholars will participate in a field-based teacher preparation program that is research-based and is collaboratively delivered by STEM and Education faculty members. The first semester of this program will be delivered onsite at an area high school that operates an innovative STEM Academy, while the second semester will consist of a full 16-week student teaching experience supervised by science education faculty from the College of Science and Engineering. During this program, faculty from the Colleges of Education and Science & Engineering will also design and deliver monthly full-day Saturday Seminars for the scholars to enhance their content knowledge and content-specific pedagogical skills, and to increase their knowledge of the latest research on STEM identity and their ability to support K-12 students' STEM identity development. Project staff will use strong partnerships with area school districts to facilitate certified scholars' employment in high-needs schools, and will coordinate with districts to provide two years of induction and mentoring. Finally, the RADIANS Project's emphasis on diversity of representation in the Learning Assistant (LA) program will result in a more diverse teaching force that can serve as advocates and positive role models for minority and economically disadvantaged students, and encourage them to pursue educational opportunities in science and teaching. The RADIANS Project will provide scholarship support to STEM majors seeking teacher certification, and will continue to operate the Learning Assistant (LA) initiative, one pool from which prospective teacher candidates will be recruited, launched with previous NSF support. RADIANS will support 10 to 12 scholars each year. It will investigate the long-term impact of several related interventions on the recruitment, development, and retention of science teachers and will contribute to the growing knowledge base related to STEM teacher development. The research area of STEM identity development figures into the project in two ways: (a) teacher education candidates will be taught about the latest research on high school students' STEM identity development, and (b) project personnel will study STEM teacher identity development of the teacher candidates. This will allow researchers to investigate the impact of these early experiences on the identity development of teacher candidates as they enter a teacher preparation program, progress through their teacher training, and experience their first years of classroom teaching. Potential benefits include: the recruitment of STEM majors who are experienced with research-based instruction into teaching programs will result in improved K-12 science instruction, which will lead to increases in student science achievement during the high school years and improved college and career readiness among students. Finally, the RADIANS Project's emphasis on diversity of representation has the potential to produce a more diverse teaching workforce that can serve as positive role models for students underrepresented in STEM. Proactive encouragement of young diverse learners by a cadre of well-prepared, STEM confident, diverse teachers will positively impact participation and pursuit of STEM degrees and thus contribute to a more competitive, competent, and confident workforce.