Creating and Sustaining Noyce Mentors en la Frontera: a HSI Collaborative Capacity Building Grant

该项目旨在满足国家的需要，以更好地理解成为一名有效的STEM教师领导者意味着什么，为农村高需求学校服务，特别关注德克萨斯州-墨西哥边境和来自STEM领域历史上代表性不足的群体的学生。随着越来越多的国家努力继续加强STEM学生在孤立的代表性不足的社区的学习经验，不仅需要增加STEM教师领导的数量，而且还需要为他们的准备制定最佳实践。该项目旨在试行一种机制，以确定并为首批STEM教师提供专业发展，并让他们参与STEM外联活动的开展。南罗斯州立大学的这个项目旨在与米德兰学院和周围的鹰通行证，德尔里奥，米德兰和得克萨斯州西南部农村社区的高需求学校建立伙伴关系，并与非营利科学磨坊博物馆。 该项目还寻求加深与现有合作伙伴西南德克萨斯初级学院和位于普雷西迪奥，马尔法，阿尔卑斯山和乌瓦尔德，得克萨斯州的高需求学校的关系。该项目计划包括与咨询委员会合作，定义STEM教师领导者的特征，检查现有的研究生课程是否符合这些特征和Robert Noyce教师奖学金计划轨道3提案要求，并与科学磨坊博物馆合作，为15名STEM教师提供教师专业发展机构。每一位参与STEM的教师也将有机会实践通过该研究所开发的技能，同时协助提供三个为期一周的STEM外展营地之一。该项目旨在提供有关如何利用德克萨斯州农村的协作网络来创建一个自我维持的区域生态系统，以实现有效的STEM教学的见解。这个能力项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值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 to build greater understanding of what it means to be an effective STEM teacher leader serving rural high-need schools, with a specific focus on the Texas-Mexico border and on students from groups historically underrepresented in STEM fields. As increasing national efforts continue to enhance STEM student-learning experiences in isolated underrepresented communities, there is a critical need to not only increase the number of STEM teacher leaders but also develop best practices for their preparation. The project seeks to pilot a mechanism for identifying and providing professional development for an initial group of STEM teachers and involving them in the delivery of STEM outreach activities. This project at Sul Ross State University aims to establish partnerships with Midland College and surrounding high need schools in Eagle Pass, Del Rio, Midland, and rural southwest Texas communities, and with the non-profit Science Mill Museum. The project also seeks to deepen relationships with existing partners Southwest Texas Junior College and high need schools located in Presidio, Marfa, Alpine, and Uvalde, Texas. The project plan includes working with an advisory board to define characteristics of a STEM teacher leader, examining existing graduate programs for alignment with these characteristics and Robert Noyce Teacher Scholarship Program Track 3 proposal requirements, and delivering a teacher professional development institute for 15 STEM teachers in collaboration with the Science Mill Museum. Each participating STEM teacher will also have an opportunity to practice skills developed via the institute while assisting with the delivery of one of three planned week-long STEM outreach camps. This project aims to produce insights regarding how collaborative networks in rural Texas can be leveraged to create a self-sustaining regional ecosystem for effective STEM teaching. This capacity 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.