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

该项目旨在满足国家需求，更好地理解如何成为一名有效的STEM教师领导者，为农村高需求学校服务，特别关注德克萨斯州-墨西哥边境地区，以及来自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在代表性不足的孤立社区中提高STEM学生的学习经验，不仅迫切需要增加STEM教师领导者的数量，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，为首批STEM教师确定和提供专业发展，并让他们参与STEM外展活动。南罗斯州立大学的这个项目旨在与米德兰学院和周围的高需求学校建立合作关系，这些学校位于伊格尔帕斯、德尔b里约热内卢、米德兰和德克萨斯州西南部的农村社区，并与非营利的科学磨坊博物馆建立合作关系。该项目还寻求加深与现有合作伙伴的关系，西南德克萨斯初级学院和位于德克萨斯州Presidio、Marfa、Alpine和Uvalde的高中。该项目计划包括与咨询委员会合作，确定STEM教师领导者的特征，检查现有研究生课程是否符合这些特征和Robert Noyce教师奖学金计划Track 3提案要求，并与科学工厂博物馆合作，为15名STEM教师提供教师专业发展研究所。每位参与的STEM教师也将有机会练习通过研究所开发的技能，同时协助交付三个计划为期一周的STEM外展营中的一个。该项目旨在就如何利用德克萨斯州农村的协作网络为有效的STEM教学创建一个自我维持的区域生态系统产生见解。该能力项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。该奖项反映了美国国家科学基金会的法定使命，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.