UMBC Noyce Scholars Program

马里兰大学巴尔的摩县分校（UMBC）与巴尔的摩县、霍华德县和巴尔的摩市的公立学区合作，正在招募和支持本科STEM专业的学生从事STEM学科（数学、科学、技术）的中学教学工作。该项目针对UMBC的STEM专业本科生，以及从当地社区学院转来的即将结束大二的学生，这些学生以前可能没有考虑过从事教学工作。该项目包括一个为期五年的支助网络，从最初的职前教师教育开始，一直持续到全职教师三年结束。UMBC Noyce学者计划为三个小组提供约15,000美元的奖学金和津贴，每个小组由12名本科STEM专业的学生组成。每个Noyce学者在项目的第一阶段（初始认证）结束时完成STEM学科的学士学位。在完成第二阶段（入职支持）期间，每位学者完成教育文学硕士学位，其中包括额外的18个学分的STEM学科内容。这些学者既可以作为本科生（大四暑期），也可以作为全职教师（第二年教学后的暑期），在暑期从事STEM研究实验室的有偿工作。这些经验是通过利用NSF赞助的REU和RET补充目前资助的UMBC STEM教师获得的支持。在最初的暑期体验中，在接下来的学年中，以及在最后一年的教学实习期间，与高需求学生群体进行广泛的互动。除了培养36名STEM学科的高素质中学教师外，该项目还提供了一个调查和传播该模式各个方面的机会。对本科教师准备模式的关键组成部分的评估提供了与激励、经验、营销策略和合作类型相关的信息，这些信息可以显著提高STEM专业学生考虑从事教学职业的兴趣。类似的信息可以从诱导支持计划的组成部分中了解到。

The University of Maryland, Baltimore County (UMBC), in collaboration with the public school districts of Baltimore County, Howard County and the City of Baltimore, is recruiting and supporting undergraduate STEM majors to pursue careers in secondary teaching of STEM disciplines (Math, Science, Technology). The project targets undergraduate STEM majors at UMBC as well as transfers from local area community colleges nearing the conclusion of their sophomore year who may have not previously considered careers in teaching. The project includes a five-year support network beginning during the initial experiences of pre-service teacher education and sustaining support through the conclusion of three years as a full time teacher. The UMBC Noyce Scholar Program provides approximately $15,000 in scholarships and stipends to three cohorts each consisting of 12 undergraduate STEM majors. Each Noyce scholar completes a bachelor's degree in a STEM discipline by the conclusion of the first phase (Initial Certification) of the program. During the completion of the second phase (Induction Support), each scholar completes a Masters of Arts in Education degree that includes an additional 18 credit hours of STEM disciplinary content. The scholars engage in paid summer STEM research laboratory experiences as both an undergraduate (summer of senior year) and during their early years as a full time teacher (summer following their second year of teaching). These experiences are supported through leveraging NSF sponsored REU and RET supplements garnered by currently funded UMBC STEM faculty. Extensive interaction with a population of high-needs students occurs during the initial summer experience, during the following academic year and during the Scholars' culminating senior year teaching internship. In addition to preparing 36 highly qualified secondary teachers of STEM disciplines, the project provides an opportunity to investigate and disseminate aspects of the model. Assessment of the key components of the undergraduate teacher preparation model provides information associated with the types of incentives, experiences, marketing strategies and collaborations that can significantly increase the interest of STEM majors for considering a career in teaching. Similar information can be learned from the components of the induction support plan.