Teach@Mines Noyce Scholarship and Stipend Program

该项目旨在满足培养高素质STEM教师的国家需求，并制定高质量的战略和资源，鼓励STEM教师在与拥有相同学位的学生可以追求的其他职业公平竞争的环境中谈论教学这一职业。该项目将招聘科学、技术、工程和数学(STEM)学科的本科生和转行者，并通过Teach@Mines教师培训计划为他们成为STEM学科领域的教师做好准备。该计划专门为STEM本科生(通过辅修“教学”或“具有STEM教学重点领域的工程学士”专业)和拥有STEM学位的研究生(通过STEM教育硕士学位，专业领域为科学、数学或计算机科学教学)培养STEM教师。教师培训计划是在过去五年中发展起来的，它建立在最佳实践的基础上，并将教学内容知识整合到计划的各个方面。科罗拉多矿业学校(Mines)的这个项目包括与圣弗拉恩山谷学区、Skyline高中、道格拉斯县学区、Mountain Vista高中、Mountain Ridge中学、Cimarron中学、Legend高中、Adams县第14学区和Adams City高中的合作伙伴关系，以教育和准备STEM教师。该项目打算在5年内资助40个实习项目和至少17个作为诺伊斯学者的独特个人。项目目标包括：1)增加Mines毕业生在高需求学区成为STEM教师的人数；2)在Noyce学者入职期间为他们提供持续的指导和职业发展支持；3)在Mines保持一种健康的、支持教师职业的文化；4)提高教员对Teach@Mines计划的认识，并增加将教学作为职业选择的教员人数；以及5)评估、传播和维持最佳的招聘和保留做法。为了确保诺伊斯奖学金获得者具备在高需求地区成为成功的STEM教师所需的文化能力、教学知识和性格，执照课程包括90小时的文化和语言多样性教育，以满足科罗拉多州英语语言(EL)认可标准。这门课程通过几门课程整合在一起，以便学生学习在情境中支持英语学习者的有效实践，学习并实践有效的教学实践，同时在高需求的课堂上参与多种实地经验。为了在诺伊斯奖学金获得者毕业后的第一年教学期间为他们提供支持，入职支持包括与招聘学校合作，将学者与外部教师网络联系起来，以及提供Teach@Mines教职员工的个人支持。学者将有机会接触到Mines的导师教师，并在至少三年的时间内参与Mines校友网络。该项目将提供明确、透明和及时的建议，除了诺伊斯学者执照课程和入门课程中的教育、经验和支持外，重点是培养文化能力、教学知识和性格，以便在高需求学校成为成功的STEM教师。通过集中于三个重要问题的强有力的评估，该项目有可能为创建一种支持任何学生成为教师的文化的成功战略和资源提供见解。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持有经验的、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了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。

The project aims to serve the national need of preparing high-quality STEM teachers as well as developing high quality strategies and resources for encouraging STEM faculty to talk about teaching as a profession on a level playing field with other careers a student can pursue with the same degree. This project will recruit both undergraduate majors and career changers in science, technology, engineering, and mathematics (STEM) disciplines and prepare them to become STEM subject area teachers through the Teach@Mines teacher preparation program. This program prepares STEM teachers exclusively with pathways for STEM undergraduates (via a “Teaching” minor or the “BS in Engineering with a STEM Teaching focus area” major) and graduate students who possess a STEM degree (via a master’s degree in STEM Education with specialty areas in science, mathematics, or computer science teaching). Developed in the past five years, the teacher preparation program is built on best practices and integrates pedagogical content knowledge into every facet of the program. In addition to serving the needs of local districts, it includes instruction and experiences for developing cultural competence and dispositions for successful STEM subject area teachers in high-need schools.This project at the Colorado School of Mines (Mines) includes partnerships with St. Vrain Valley School District, Skyline High School, Douglas County School District, Mountain Vista High School, Mountain Ridge Middle School, Cimarron Middle School, Legend High School, Adams County School District 14, and Adams City High School to educate and prepare STEM teachers. This project intends to fund 40 internships and at least 17 unique individuals as Noyce Scholars over 5 years. Project goals include to: 1) increase the number of Mines graduates who become STEM teachers in high-need school districts; 2) provide ongoing mentoring and professional development support for Noyce Scholars during their induction years; 3) maintain a healthy, supportive culture at Mines towards the teaching profession; 4) increase awareness of the Teach@Mines program among faculty and increase the number of faculty who talk about teaching as a career option; and 5) assess, disseminate, and sustain the best recruitment and retention practices. To ensure that the Noyce recipients have the needed cultural competence, pedagogical knowledge, and dispositions to be successful STEM teachers in high-need districts, the licensure coursework includes 90 hours of Culturally and Linguistically Diverse education to meet the Colorado English Language (EL) endorsement standards. This coursework is integrated through several courses so that students learn about effective practices for supporting EL Learners in context, learning about, and practicing effective teaching practices, while engaging in multiple field experiences in high-need classrooms. To support Noyce recipients after graduation during their first years of teaching, induction supports include working in tandem with the hiring schools, connecting Scholars with external teacher networks, and providing personal support from Teach@Mines faculty. Scholars will have access to a Mines mentor teacher and participation in the Mines alumni network for a minimum of three years. The project will provide clear, transparent, and timely advising in addition to the education, experiences, and supports within Noyce Scholars’ licensure coursework and induction focused on developing cultural competence, pedagogical knowledge, and dispositions to be successful STEM teachers in high-need schools. Through a robust evaluation focused on three important questions, this project has the potential to provide insights into successful strategies and resources for creating a culture of support for any student becoming a teacher. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM Master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM 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.