Developing Urban Education Teachers in STEM subjects

东密歇根大学（EMU）的Noyce项目将EMU城市教育和教育公平办公室（OUEEE）内部资助的少数民族成就、保留和成功（MARS）项目的招聘、咨询、培训和指导活动与创造性科学探究体验（CSIE）项目的科学课程丰富活动相结合。通过将入门科学课程与专注于高需求学区STEM教师面临的问题的实地经验和研讨会联系起来，追求中等教学认证的STEM专业学生了解并应对高需求学校教学的挑战和回报。由此产生的课程联系促进了现有机构对高需求学区中学STEM教师培养的关注，Noyce奖学金共支持25名学者，在五年的资助期内，STEM认证教师的数量翻了一番。城市教育和教育公平办公室协调高需求学区的实地经验，并与之建立联系，这些经验是获得职前大师教师导师、诺伊斯学者的课堂经验、就业安排、教师入职期间的指导教师和教师评估所必需的。参与的学区包括Ypsilanti公立学校、Lincoln联合学区、Willow Run学区、Ann Arbor学区、Inkster公立学校、Wayne-Westland公立学校和Washtenaw中级学区。EMU的Noyce项目正在测试这样一种假设，即MARS模型在高需求高中的STEM教师和其他学科的新教师中取得了类似的保留率（在5年内超过98%）。评估人员使用定性方法获取关于CSIE/MARS合作对高需求学校职前教师保留和新教师坚持的影响的信息。本研究以STEM二级教学专业为研究对象，是CSIE对STEM专业总体效应研究的延伸。

The Noyce Program at Eastern Michigan University (EMU)integrates the recruiting, advising, training, and mentoring activities of the internally funded Minority Achievement, Retention, and Success (MARS) program housed in EMU's Office of Urban Education & Educational Equity (OUEEE) with the science curriculum enrichment activities of the Creative Scientific Inquiry Experience (CSIE) Program. By linking gateway science courses with a field experience and seminar that focuses on issues facing STEM teachers in high-need school districts, STEM majors pursuing secondary teaching certification understand and respond to the challenges and rewards of teaching in high-need schools. The resulting curricular linkages promote the existing institutional focus on the preparation of secondary STEM teachers in high-need school districts with a total of 25 scholars being supported by Noyce Scholarships, doubling the number of STEM certified teachers over the five-year period of the grant. The Office of Urban Education and Educational Equity coordinates field experiences in, and linkages with, high-need school districts that are necessary for obtaining pre-service Master Teacher mentors, classroom experiences for Noyce Scholars, job placement, mentor teachers during teacher induction, and teacher evaluations. Participating districts include the Ypsilanti Public Schools, Lincoln Consolidated School District, Willow Run School District, Ann Arbor School District, Inkster Public Schools, Wayne-Westland Public Schools, and Washtenaw Intermediate School District. The Noyce Program at EMU is testing the hypothesis that the MARS model is suitably robust to produce similar retention success with motivated STEM teachers in high-need high schools as it has for new teachers of other disciplines (great than 98% over a period of 5 years). The evaluators use qualitative methods to obtain information on the impacts of the CSIE/MARS collaboration on pre-service-teacher retention and new-teacher persistence in high-need schools. This research represents an extension of the studies of the generalized effects of CSIE on STEM majors by focusing on secondary STEM teaching majors.