Seattle Pacific University Robert Noyce Scholarship Program

西雅图太平洋大学每年向在西雅图太平洋大学寻求认证的STEM本科教学候选人颁发五个10，000美元的两年期奖学金，每年向持有科学（特别是物理或物理科学），数学或工程学士，硕士或博士学位的STEM专业人士颁发三个10，000美元的一年期奖学金。 这27名新的科学和数学教师每年作为诺伊斯奖获得者在西雅图公立学校（或其他高需求地区）任教两年。该项目以5至10年级为重点，满足地方和国家日益增长的对STEM领域更好准备和更合格的教学专业人员的需求，为来自不同群体的更多数学和科学专业人员提供专业/行业职位，并最终为科学素养人口提供服务。 该项目的一个主要目标是增加太平洋西北地区教师队伍的多样性。这个多样化的候选人库，在高需求学区服务，提供了精通STEM领域的个人急需的榜样，这些人来自该领域传统上代表性不足的人群。教师准备计划提供了一个指导部分，在学生教学期间开始，并从该计划毕业后延长六年。 每个学生完成四个不同的领域的经验，使他们能够体验各种课堂设置。该项目正在影响通过专业发展和培训参与该计划的指导（合作）在职教师的专业实践。教师候选人参加由教育研究结果指导的计划，并参加真实的物理研究活动作为他们准备的一部分。由于STEM教学候选人在物理，数学，工程和科学研究与教学方法一起沿着的环境中学习，STEM教学候选人获得了最新研究的知识，因为它应用于课堂环境。随着这些教学专业人员进入工作岗位，他们配备了一种将研究融入课堂的教学方法。

Seattle Pacific University is awarding five $10,000 two-year scholarships annually to STEM undergraduate teaching candidates pursuing certification at Seattle Pacific University and three $10,000 one-year awards annually to STEM professionals holding either a Bachelor's, master's or doctoral degree in a science (especially physics or physical science), math, or engineering who are earning a teaching credential. The 27 new science and mathematics teachers serve two years teaching in Seattle Public Schools (or other high need district) for each year as a Noyce award recipient. With a focus on grades 5 through 10, the project is responding to the growing local and national need for better prepared and better qualified teaching professionals in the STEM fields, for more math and science professionals from diverse groups serving in professional/industry positions and ultimately for a scientifically literate population. A principal objective of the project is to increase the diversity of the teacher workforce in the Pacific Northwest. This diverse pool of candidates, serving in high need school districts, provide much needed role models of individuals proficient in the STEM field who are from the fields' traditionally underrepresented populations. The teacher preparation program provides a mentoring component that begins during the student teaching period and extends for six years after graduation from the program. Each student completes four different field experiences enabling them to experience a variety of classroom settings. The project is affecting the professional practice of the mentor (collaborating) inservice teachers who are involved in the program through professional development and training. Teacher candidates participate in programs guided by results of educational research and participate in authentic physics research activities as part of their preparation. Because STEM teaching candidates learn in an environment where physics, mathematical, engineering and scientific research are taught along with methods of teaching, STEM teaching candidates gain knowledge of the most current research as it is applied in a classroom environment. As these teaching professionals enter the work force, they are equipped with a teaching method that integrates research into their classrooms.