Tipping the Balance to STEM Teaching: Recruiting and Supporting UCLA Undergraduates

该项目代表了加州大学洛杉矶分校校园内的强大合作伙伴关系，包括工程学院、文学与科学学院、教育与信息研究研究生院，以及洛杉矶联合学区。该项目首先在加州大学洛杉矶分校的科学、技术、工程和数学（STEM）专业大二学生和从社区大学进入加州大学洛杉矶分校的STEM专业学生中开展积极的招聘计划。该项目每年为20名STEM学生提供为期两周的结构化实习机会，让他们在大三开始前探索教学。58名本科生被邀请在他们的高级STEM学年开始证书准备，作为Noyce学者，获得15,000美元的奖学金。在完成四年级的学习后，学生们将被录取进入（教育学硕士）MEd项目，这与他们第一年的教学相吻合，并创建了一个Noyce学者群体，与他们建立联系和合作。教育和特定学科的教师和顾问的指导也是这种模式的有力补充。项目团队包括STEM和教育教师，他们都致力于为高需求学校培训教师。加州大学洛杉矶分校教师教育项目的社会正义使命是专门为高需求学校的教师做准备，在这些学校，低社会经济地位和高ELL人口是常态。智力优势：该项目正在帮助评估和了解加州大学洛杉矶分校等研究机构的基本组成部分，这些机构缺乏强大的教师准备，以培养和支持想要探索和追求中学STEM教学事业的学生。更广泛的影响：在五年的时间里，该项目为80名大三学生提供了为期两周的暑期课堂实习机会，与模范教师建立了永久的联系和指导关系，并将有58名诺伊斯学者毕业后到高需求学校任教。在奖学金年度之后的入学年度，加州大学洛杉矶分校将继续为诺伊斯奖学金获得者提供一名实地导师，帮助、监督和支持他们的进步，并为一年级的科学和数学老师提供一个队列社区。作为加州大学洛杉矶分校教师教育项目的一部分，这种特殊的培训重点和持续的指导已被证明可以导致城市学校的五年保留率非常高，并且毕业生可以继续从事教育领导工作。在Noyce服务的第二个年度，加州大学洛杉矶分校将继续为Noyce学者提供交流机会，并确保他们在地区支持的初级教师支持和评估（BTSA）项目中受到监督。考虑到领导团队的组成，该项目也为加州大学洛杉矶分校提供了一个新的视角，即加州对高素质科学和数学教师的需求，以及加州大学洛杉矶分校在校教职员工和学生之间的知识，加州大学洛杉矶分校拥有帮助学生追求这一职业的资源。

This project represents a strong partnership across the UCLA campus, including the School of Engineering, the College of Letters and Science and the Graduate School of Education and Information Studies, with the Los Angeles Unified School District. The program starts with a proactive recruitment plan among sophomore science, technology, engineering and mathematics (STEM) majors on the UCLA campus and STEM majors entering UCLA from community colleges. It offers the opportunity for 20 STEM students/year to explore teaching in a structured two-week September internship before the start of their junior year. Fifty-eight undergraduates are invited to begin credential preparation in their senior STEM year as Noyce scholars with a scholarship of $15,000. While completing the senior year, the students are admitted to the (Masters in Education) MEd program, which coincides with their first year of teaching and creates a cohort of Noyce scholars to network and collaborate with. Mentoring by both education and discipline-specific faculty and advisors is also a strong addition to this model. The project team contains a mix of STEM and education faculty all with a demonstrated commitment to training teachers for high needs schools. The social-justice mission of the UCLA teacher education program prepares its teachers specifically for high-need schools in which low SES and high ELL populations are the norm.Intellectual Merit: The project is helping to assess and understand the essential components for a research institution such as UCLA, which lacks a strong presence of teacher preparation, to foster and support students who want to explore and pursue secondary school STEM teaching careers.Broader Impact: Over a five-year span the project is providing 80 juniors with two-week classroom summer internships that foster permanent ties and mentorships with exemplary teachers and will graduate 58 Noyce Scholars to teach in high needs schools. During the induction year following the scholarship year, UCLA is continuing to provide the Noyce scholars with both a field supervisor, who assists, monitors and supports their progress and a cohort community of fellow first-year science and math teachers. This specific training focus and continuing mentorship, a part of the UCLA teacher education program, has been shown to lead to a very high five-year retention rate in urban schools and to continuing careers in education leadership for its graduates. During the second Noyce service-year, UCLA is continuing to provide networking opportunities for the Noyce scholars and ensuring that they are monitored in a district-supported Beginning Teacher Support and Assessment (BTSA) program. Given the make-up of the leadership team the project is also providing a new visibility at UCLA for the need in California for highly qualified science and mathematics teachers and a knowledge across the campus among faculty, staff, and students of the resources that UCLA has to help students pursue this career.