Inspire and Prepare Noyce Scholars to Teach in Rural Environments

在NSF Robert Noyce教师奖学金计划的支持下，这一Track 1奖学金和津贴项目旨在服务于高质量STEM教学的国家利益。为此，它将重点关注STEM教育中的两个国家挑战：(I)缺乏高素质的STEM教师，特别是在农村高需求学校；(Ii)STEM缺乏准备上大学的中学生。该项目是圣约翰·费舍尔学院(SJFC)、芬格湖社区学院(FLCC)和四个农村高需求地方中心学区(索杜斯、日内瓦、北罗丝-沃尔科特和宾夕法尼亚)的合作项目。通过这一伙伴关系，该项目的目标是在五年内培养20名新的STEM教师。这些教师将从生物、化学、数学、物理和计算机科学的本科生中招聘。本科生将获得为期两年的奖学金，以满足他们未得到满足的经济需求。与外国语学院合作的项目活动包括让本科生从小从事教学工作，并将外国语学院的转学学生纳入职前教学活动。这一创新项目计划以文化意识指导教育模块(从威斯康星大学麦迪逊分校通过)补充课程要求，开发只需最少资源的课程和实验室，教育职前教师对创伤敏感的课堂，并增加对贫困对学习环境影响的了解。还将包括对学者和教师的指导。通过促进当地农村学区、对外汉语教学中心和SJFC之间的教育伙伴关系，该项目旨在为全国农村学区提供一种可复制的STEM教师培养模式。该项目旨在实现三个目标，以满足全国对高素质STEM教师的需求：1.招募20名STEM本科生，包括社区大学的转校生，在他们获得成为数学或科学教师的资格时支持他们；2.为这些诺伊斯奖学金获得者提供奖学金和综合充实和支持计划，使他们具备在高需求学区有效教学的知识、技能和性格；3.通过一项研究性研究创造新的知识，该研究衡量创伤敏感教学法的引入如何影响未来的STEM教师及其课堂实践。该项目旨在通过持续的指导、专业发展和联网活动来支持新教师，包括发展一个实践社区，重点是创建对创伤敏感的学校社区。成果将通过出版物、专业会议和会议演示等方式广泛分享。培养受过创伤敏感培训的高能力STEM教师，有可能改善教育结果，并为高需求和农村学区的学生做好大学准备，为整个STEM社区的实践提供信息。Noyce计划支持有才华的STEM本科专业和专业人员成为高需求学区的有效K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the NSF Robert Noyce Teacher Scholarship Program, this Track 1 Scholarships and Stipends project aims to serve the national interest in high-quality STEM teaching. It will do so by focusing on two national challenges in STEM education: (i) the shortage of highly qualified STEM teachers, particularly in rural high-need schools; and (ii) the lack of prepared college-ready secondary students in STEM. The project is a collaboration between St. John Fisher College (SJFC), Finger Lakes Community College (FLCC) and four rural high-need local central school districts (Sodus, Geneva, North Rose-Wolcott, and Penn Yan). Through this partnership, the project aims to prepare twenty new STEM teachers over five years. These teachers will be recruited from undergraduate majors in biology, chemistry, mathematics physics, and computer science. The undergraduates will be provided with two-year scholarships to cover their unmet financial needs. Project activities in collaboration with FLCC include early exposure of undergraduates to teaching as a career, and inclusion of FLCC transfer students in pre-service teaching activities. This innovative project plans to supplement curricular requirements with educational modules on Culturally Aware Mentorship (adopted from the University of Wisconsin-Madison), to develop lessons and laboratories that require minimal resources, to educate preservice teachers about trauma-sensitive classrooms, and to increase understanding of poverty's effects on learning environments. Mentoring of Scholars and teachers will also be included. By promoting an educational partnership among local rural school districts, FLCC, and SJFC, this project aims to provide a replicable model of preparation of STEM teachers for high needs, rural school districts across the Nation.The project aims to accomplish three objectives that address the national need for highly qualified STEM teachers: 1. Recruit twenty STEM undergraduate students, including transfer students from community colleges, to teach in rural environments and support them as they earn the credentials to become mathematics or science teachers; 2. Provide these Noyce Scholars with scholarships and an integrated enrichment and support program to equip them with the knowledge, skills, and disposition to teach effectively in high-need school districts; and 3. Create new knowledge through a research study measuring how introduction of trauma-sensitive pedagogy affects future STEM teachers and their classroom practices. The project aims to support new teachers through ongoing mentoring, professional development, and networking activities, including the development of a community of practice focused on creating trauma-sensitive school communities. Results will be widely shared through such means as publications, professional meetings, and conference presentations. Preparing highly capable STEM teachers trained in creating trauma-sensitive classrooms has the potential to improve educational outcomes as well as college readiness for students in high-needs and rural school districts, informing practices across the STEM community. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.