Robert Noyce Scholarships for Teaching Miners

德克萨斯大学埃尔帕索分校(UTEP)科学和教育学院、埃尔帕索社区学院(EPCC)和地区学区(埃尔帕索和伊斯莱塔独立学者学区)正在招聘和支持数学和科学(物理、化学、地质和生物科学)本科生，以培养未来科学教师群体和传统上不太可能在数学和科学课程上取得成功或选择STEM相关职业的学生的科学和数学能力。该项目的目标是招聘和专门准备STEM专业的学生成为高中科学和数学教师，留住新手教师，并强调探究式教学方法以及科学和数学之间的跨学科重叠和协调。该项目正在从UTEP和EPCC招聘42名新的科学和数学教师，并得到每年1万美元的诺伊斯奖学金的支持。Teaching Miners有三个关键部分：1)为20个强调探究教学的低级本科STEM专业的学生提供内容丰富的暑期实习；2)针对选定的高年级STEM专业的教师准备计划，利用和扩展现有的成功计划(MAST：数学和科学师范学院和SABE MAS：支持更好的数学和科学教育)，并包括学生研究项目；以及3)针对新手教师的强有力的入门计划，包括发布时间、个人协调指导和网络资源。矿工暑期教学学院强调科学和数学探究与探究式教学方法之间的联系，以及学科间的联系。参与者与教师和从当地地区挑选的在职科学和数学教师合作，开发基于探究的科学和数学课程材料。诺伊斯学者会在科学或数学主题或科学教育或数学教育主题上开展高级研究项目。这些研究项目为诺伊斯学者提供了以探究为重点的现实生活研究经验。毕业并通过认证后，诺伊斯学者新手教师将被安排在选定的学校，作为在数学和个人科学方面具有跨学科专业知识的团队。额外的入职支持由参加所有夏季和学年Noyce教学矿工讲习班的特别地区导师提供。诺伊斯教学矿工项目正在采用一种独特的队列模式，强调在埃尔帕索的两个学区改善STEM教育的具体学科指导和团队。这些学生在进入所分配的学校之前，都有相同的准备，并至少在一起工作两年。作为新教师，Noyce项目的参与者通过使用探究式教学中的最佳实践以及科学和数学之间的跨学科重叠来吸引学生。该计划的预期结果是教师有资格使用已被证明可以提高学生在标准化考试中的表现的方法，并提高学生对数学和科学的兴趣；降低EPISD和YISD中优秀的科学和数学教师的辍学率。

The University of Texas El Paso (UTEP) Colleges of Science and Education faculty, El Paso Community College (EPCC), and area school districts (El Paso and Ysleta Independent Scholar Districts) are recruiting and supporting undergraduate students majoring in math and science (physics, chemistry, geological and biological sciences to build science and mathematics capacity among future science teacher populations and students who are traditionally less likely to succeed in mathematics and science courses or choose STEM related careers. The goals of the project are to recruit and specially prepare STEM majors to become high school science and mathematics teachers, to retain novice teachers, and to emphasize inquiry teaching methods and interdisciplinary overlap and alignment among the sciences and mathematics. The program is recruiting 42 new science and math teachers from UTEP and EPCC supported by $10,000 annual Noyce scholarships. Teaching Miners has three critical components: 1) a content-rich summer internship for 20 lower division undergraduate STEM majors emphasizing inquiry pedagogy, 2) a teacher preparation program for selected upper division STEM majors that leverages and extends existing successful programs (MaST: Math and Science Teachers Academy and SABE MAS: Supporting a Better Education in Math and Science) and includes student research projects, and 3) a strong induction program for novice teachers with release time, individual coordinated mentoring, and Web resources. The Teaching Miners Summer Institute emphasizes the links between inquiry in science & mathematics and inquiry teaching methods, as well as interdisciplinary linkages. Participants work with faculty and selected in-service science and mathematics teachers from the local districts in developing inquiry-based science & mathematics curricular materials. Noyce Scholars develop a senior research project in either science or mathematics topics OR science-education or mathematics-education topics. These research projects provide the Noyce Scholars real-life research experiences focused on inquiry. After graduation and successful certification, the Noyce Scholar novice teachers are placed in selected schools as teams with cross-disciplinary expertise in mathematics and the individual sciences. Additional induction support is provided by discipline-specific mentoring from special district mentors who participate in all summer and academic year Noyce Teaching Miners workshops. The Noyce Teaching Miners project is introducing a unique cohort model that emphasizes subject-specific mentoring and teams for improving STEM education at two El Paso school districts. Student cohorts share the same preparation and work together for at least 2 years prior to entering their assigned school. As new teachers, Noyce program participants engage their students through the use of best practices in inquiry teaching and interdisciplinary overlap among sciences and mathematics. The expected outcomes of the program are teachers qualified to use the approaches that have been shown to improve student performance on standardized tests and increase student interest in mathematics and science; and a decrease in the drop-out rate of exceptional science and mathematics teachers in EPISD and YISD.