Open the Gate Robert Noyce Teacher Scholars Program

该项目反映了数学系、计算机科学系、化学系、物理系和生物系与教育学院的中期职业数学和科学方案之间的伙伴关系，目的是：在地区初中和高中增加招收科学、技术、工程和数学专业的女本科生和科学、技术、工程和数学专业人员以及最近的大学毕业生从事科学、技术、工程和数学教学职业;为STEM培训教师提供全面的指导和支持;并评估影响敞开大门学者的招聘，准备和保留的因素，同时努力实现米尔斯计划的制度化。 该项目包括一个示范研究项目，以研究米尔斯教师教育模式，以及其中支持其师范毕业生在城市高需求学校保持很高保留率的因素。在该项目的过程中，奖学金被提供给12名女本科生高级STEM专业和36名男性和女性研究生在MCMS程序，每个本科生在STEM专业。智力优势：“打开大门”的一个关键组成部分是让奖学金学生参与一个示范研究项目的建设，研究这种教师教育模式，以确定STEM职前学生的技能和知识如何随着时间的推移而发展，导致他们在职前和在职期间取得进步的经历，以及他们与毕业生在高度贫困学校担任教师的寿命之间的关系。 因此，该项目的毕业生通过他们作为教师研究人员的技能，正在推进数学和科学教育领域的教学奖学金，这些教师研究人员从复杂的课程和教学问题中提出学术问题，这些问题需要持续，仔细和系统地检查他们的实践，以努力改善它。从米尔斯毕业的学生中有一半来自数学和科学领域代表性不足的种族、民族和语言群体。通过招募和支持有色人种学生和第一代大学生来增加这些百分比是该项目的一个积极目标。位于女子学院，打开大门也很好地定位，以增加未来的数学和科学教师的性别多样性池。所学到的信息将在州，国家和国际会议以及与数学和科学，多元文化和教师教育工作者的专业会议上传播。该项目加强了米尔斯学院与周边十个高需求城市学区之间的现有合作关系，包括阿拉米达县教育办公室和阿拉米达，伯克利，埃默里，海沃德，奥克兰，旧金山弗朗西斯科，圣莱安德罗，圣洛伦索和西康特拉科斯塔县的统一区。

The project reflects a partnership between the Departments of Mathematics, Computer Science, Chemistry, Physics and Biology and the Mid-Career Math and Science Program (MCMS) in the School of Education to: increase recruitment of female undergraduate science, technology, engineering and mathematics (STEM) majors and STEM professionals and recent college graduates into STEM teaching professions in area middle and high schools; offer comprehensive mentoring and support for STEM trained teachers; and, evaluate the factors influencing recruitment, preparation and retention of Open the Gate Scholars while working towards an institutionalization of the program at Mills. The project includes a demonstration research project to study the Mills model of teacher education and the factors within it that support their teacher graduates' very high retention rates in urban high-needs schools. Over the course of the project, scholarships are being offered to 12 female undergraduate senior STEM majors and to 36 male and female graduate students in the MCMS program, each with an undergraduate major in STEM. Intellectual Merit: A key component of Open the Gate is engaging the scholarship students in the construction of a demonstration research project to study this teacher education model in order to determine how the skills and knowledge of STEM pre-service students develop over time, the experiences that lead to their progress in the pre- and in-service years, and their relationship to the graduates' longevity as teachers in high poverty schools. Thus, graduates from this project are advancing the scholarship of teaching within the fields of mathematics and science education through their skills as teacher-researchers who ask scholarly questions arising from complex curricular and pedagogical problems that require sustained, careful and systematic examination of their practice in an effort to improve it. Broader Impact: Half of the credential students graduating from Mills come from racial, ethnic, and linguistic groups underrepresented in math and science. Increasing these percentages by recruiting and supporting students of color and first generation college students is an active goal of this project. Located at a women's college, Open the Gate is also well positioned to increase gender diversity in the pool of future math and science teachers. Information learned will be disseminated at state, national and international conferences and professional meetings with math and science, multicultural, and teacher educators. The project enhances existing partnerships between Mills College and ten surrounding high-needs urban school districts including Alameda County Office of Education and the unified districts of Alameda, Berkeley, Emery, Hayward, Oakland, San Francisco, San Leandro, San Lorenzo, and West Contra Costa County.