Central Virginia Undergraduate Mathematics Scholarship Program (CVUMSP)

这一培养41名高中数学教师的Track 1项目的合作伙伴包括作为牵头机构的弗吉尼亚州立大学(VSU)、三所社区学院(John Tyler和J.Sargeant Reynolds社区学院和Richard Bland初级学院)和两个学区(彼得堡和切斯特菲尔德县公立学校)。他们的总体目标是从服务不足的人群中招聘、培养和支持教师，他们能够为所有学生创造专业、积极、有研究知识、对STEM(科学、技术、工程和数学)反应灵敏、技术密集和有效的数学学习环境。这些学者从三个特定人群中招聘：(1)VSU目前的STEM专业，(2)在合作的两年制社区大学攻读STEM相关学科证书或学位的学生，以及(3)当地高中的大三和大四学生。作为一种招聘工具，来自VSU和合作社区大学的100名一年级和二年级学生将获得暑期实习机会。除其他活动外，实习包括：(1)一个三学分的数学课程；(2)加强数学技能；(3)网络技术入门；(4)STEM职业概况。面向学者的课程强调社区建设，包括：(1)教师和同行指导；(2)准备所有二级证书要求，包括Prxis；(3)简历写作和面试技能；(4)有用技术和拨款撰写的介绍；(5)参与专业组织和会议；以及(6)团队建设。在学者的头三年教学期间对他们的支持，包括：(1)由VSU和合作社区学院的新教师、导师和教员组成的导师/学者教师专业社区，旨在为参与者提供个人、团体和互联网住宿联系；(2)夏季迷你研讨会，涉及现在和过去的学者、模范数学高中教师、VSU和合作社区学院教师，重点关注有效的教学、解决问题、多样性准备、技术和课堂管理；以及(3)资助一门学分学时的混合课程。智力优势：项目以研究为基础的评估信息将通过州内的联系人和专业组织的演示广泛传播。更广泛的影响：相关机构的学生人口的性质，以及该项目对服务不足学校的重视，确保在该项目所服务的学校创造一支多样化的、有效的中学数学教师队伍。

Partners for this Track 1 project to produce 41 high school mathematics teachers include Virginia State University (VSU) as the lead institution, three community colleges (John Tyler and J. Sargeant Reynolds Community Colleges and Richard Bland Junior College) and two school districts (Petersburg and Chesterfield County Public Schools). Their overall goal is to recruit, prepare and sustain teachers, from underserved populations, who are capable of creating professional, positive, research-informed, STEM (science, technology, engineering and mathematics) responsive, technologically-intensive and effective mathematics learning environments for all students.The Scholars are being recruited from three specific populations: (1) VSU's current STEM majors, (2) students pursuing certificates or degrees in STEM-related disciplines at the partnering two-year community colleges, and (3) juniors and seniors at local high schools. As a recruiting tool, summer internships are being offered to 100 freshman and sophomore students from both VSU and the cooperating community colleges. The internship includes, among other activities: (1) a three credit mathematics course; (2) reinforcement of mathematics skills; (3) introduction to web technology; and (4) an overview of STEM careers. The program for the scholars emphasizes community building and includes: (1) faculty and peer mentoring; (2) preparation for all requirements of secondary licensure, including the Praxis; (3) resume writing and interviewing skills; (4) an introduction to useful technology and grant writing; (5) participation in professional organizations and meetings; and (6) team building. Support for the Scholars during their first three years of teaching, includes: (1) a Mentor /Scholar Teacher Professional Community comprised of new teachers, mentors and faculty at VSU and the partnering community colleges designed to provide individual, group, and internet housed contact among the participants; (2) summer mini-workshops involving current and past Scholars, exemplary mathematics high school teachers, and VSU and partnering community college faculty that focus on effective pedagogy, problem solving, diversity preparation, technology, and classroom management; and (3) a funded one credit-hour hybrid course.Intellectual Merit: Information from the research-based evaluation of the project will be widely disseminated through contacts in the state and through presentations at professional organizations.Broader Impact: The nature of the student population at the institutions involved and the emphasis of the program on service at underserved schools insures creation of a diverse effective set of secondary mathematics teachers throughout the schools served by this project.