The Noyce Teacher Academy Scholar Program

该项目正在为进入亨特教师学院的高素质候选人开发一个新的初级阶段，为40名新的7-12年级任职的生物、化学、地球科学、数学和物理职前教师候选人提供奖学金。它利用了现有的教师学院项目，这是一个荣誉项目，目前正在吸引高素质的高中生投身数学或科学教学领域。该计划正在创造：将高素质学生纳入本科教师教育计划的新管道；促进创新和合作的基础设施(在教育部教师、文理学院和教育学院教师之间)；以及支持、评估和完善该计划的基础设施。该项目每年在该学院目前毕业的18名STEM教师候选人的基础上增加10名毕业生。广泛的影响：现有学院的初步结果表明，一所荣誉学院可以吸引并毕业于STEM教师，成为来自高中的优秀申请者。该项目极大地扩大了这一范围；通过将这一概念扩展到三年级申请者，它为社区学院学生和从其他大学转学的学生提供了一个切入点，从而极大地扩大了有资格参加该计划的学生人数。智力价值：诺伊斯教师学院项目向纽约州立大学和教师学院伙伴关系展示了如何将高级学生融入最初仅为新生设计的职前社区，从而成为纽约州立大学和教师学院合作伙伴的“概念证明”。这是纽约州立大学和纽约市教育局在伙伴关系和愿景方面的一次实验。该项目的设计者正在重新思考教师教育的方方面面，包括以学科为基础的文理系课程、实地考察以及招收学生从事教学的整个过程。

This project is developing a new Junior-year entry point for highly qualified candidates into the Hunter Teacher Academy by funding scholarships for 40 new biology, chemistry, earth science, mathematics and physics pre-service teacher candidates for service in grades 7-12. It takes advantage of an existing program, the Teacher Academy, an honors program that is currently attracting highly qualified high school students to careers in math or science teaching. The program is creating: a new pipeline of high caliber students into undergraduate teacher education programs; the infrastructure to facilitate innovation and collaboration (among Department of Education teachers, Arts and Sciences faculty, and School of Education faculty); and an infrastructure to support, evaluate, and refine the program. The project adds ten graduates per year to the 18 STEM teacher candidates the academy presently graduates.Broader Impacts: Preliminary results from the existing Academy suggest that an honors college can attract and graduate as STEM teachers outstanding applicants from the high schools. This project greatly broadens that outreach; by extending the concept to junior-year applicants it provides an entry point for community college students and for transfers from other colleges thus greatly expanding the pool of students eligible for the program. Intellectual Merit: The Noyce Teacher Academy Program serves as a "proof of concept" to CUNY and to the Teacher Academy partnership by demonstrating how to integrate advanced students into a pre-service community originally designed only for freshmen entry. It is an experiment in partnership and vision between CUNY and the New York City Department of Education. The designers of the project are rethinking every aspect of teacher education including courses in discipline-based Arts and Science departments, fieldwork and the entire process used to recruit students to teaching.