Robert Noyce Mathematics and Science Teacher (MaST) Scholars Program

该奖项是根据2009年《美国复苏与再投资法案》(Public Law 111-5)资助的。纽约学院的罗伯特·诺伊斯数学与科学教师(MAST)第一阶段奖学金计划旨在满足纽约市学校对高素质中学数学和科学教师的迫切需求。因此，该计划的主要目标是通过有针对性的财政和学术支持，为这些高需求的城市学校培养50名高素质的教师。该计划由来自约克学院科学、数学和教师教育系的教员团队与四所合作社区学院的代表合作实施：曼哈顿社区学院、布朗克斯社区学院、拉瓜迪亚社区学院和纽约城市大学昆斯伯勒社区学院。另一个合作伙伴是纽约市教育局。学者从约克大学和合作的社区大学招聘，所有这些大学都服务于代表人数不足的群体。对于准备当教师的约克学院的学生来说，最大的经济负担来自学生教学期间，这往往需要他们退出全职工作。因此，奖学金的重点是今年的经济支持，从大一后的暑期到教学第二年提供学术支持和发展计划。学术支持计划包括三个关键阶段：1)让潜在的学者参与教师探索者暑期计划，2)在学者完成大学教育和教师准备计划期间支持和发展他们，以及3)教师在课堂上的头两年的专业发展和支持。硕士项目还让学者和教师参与STEM和教师教育研究：作为广泛实地经验的一部分，学者们为代表性较低的城市学生创建基于研究的课程，并在关于他们作为新教师的发展的研究中既是主体又是合作者。除了为城市和高需求地区增加高素质的科学和数学教师人数，并努力改善这些教师在城市学校的留校率外，该方案还为关于如何支持科学和数学中等教育的知识库做出贡献。该计划和相关研究的结果正通过期刊、会议和网站传播。此外，学者和新教师还在他们的学习社区内以及通过他们自己的出版物和演示文稿分享他们的研究成果。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Robert Noyce Mathematics and Science Teachers (MaST) Scholars Phase 1 program at York College addresses the critical need for highly qualified secondary mathematics and science teachers in New York City schools. The primary objective of this program is thus the development of 50 highly qualified teachers for these high-need urban schools, through targeted financial and academic support. The program is being implemented by a team of faculty from the science, mathematics, and teacher education departments at York College, in collaboration with representatives of four partnering community colleges: Borough of Manhattan Community College, Bronx Community College, LaGuardia Community College, and Queensborough Community College of the City University of New York. An additional partner is the New York City Department of Education. Scholars are being recruited from York and the partnering community colleges, all of which serve underrepresented groups.For York College students preparing to be teachers, the most significant financial burden comes during student teaching, which often necessitates their withdrawal from full time employment. Thus, the scholarships focus on financial support during this year, with academic support and development programs being provided from the post-freshman summer through the second year of teaching. The academic support program includes three critical phases: 1) engagement of potential Scholars in a Teacher Explorer summer program, 2) support and development of the Scholars during the completion of their college education and teacher preparation program, and 3) professional development and support of teachers during their first two years in the classroom. The MaST program also involves Scholars and faculty in both STEM and teacher education research: as part of extensive field experiences, the Scholars create research-based curriculum for underrepresented urban students, and serve as both subjects and collaborators in the research about the development of themselves as emerging teachers. As well as serving to increase the number of highly qualified science and mathematics teachers for urban, high-needs districts, and striving to improve the retention of these teachers in urban schools, the program is contributing to the knowledge base concerning ways to support science and mathematics secondary education. Results of the program and related research are being disseminated through journals, conferences, and websites. The Scholars and new teachers in addition share results of their research within their learning communities and through their own publications and presentations.