Mercy Intensive STEM Teacher Initiative (MISTI)

慈悲密集干教师倡议（MISTI），轨道I，第一阶段诺伊斯教师奖学金计划，是一个为期五年的计划，旨在产生20个认证的高中或中学数学和生物学教师，每个与生物学或数学专业，每个赚取青少年教育硕士学位以及纽约州教学认证。 合作伙伴组织包括扬克斯公立学校、塔里敦公立学校、奥西宁公立学校和哈里S。布朗克斯的杜鲁门高中、韦斯特切斯特社区学院、布朗克斯社区学院和罗克兰社区学院。专门为该计划设计的活动包括在大一和大二结束时的STEM夏令营，以及为大三和大四学生提供的教学介绍，包括课堂观察，同伴教学，教学研讨会，研讨会开发和演示在慈悲学院家长中心。 它最终在高需求的初中和高中的全年临床实习。诺伊斯学者在本科、研究生和入职阶段接受密集的指导。 该计划通过在线实践社区强调社区建设;并通过纽约大学理工学院的夏季工程经验明确整合STEM科目。智力优势：该计划的设计是牢固地建立在教师准备的有效做法的文献，并通过提供密集的辅导，暑期研究和协作学习活动，和动手的结果分析，增加了知识的增长体工程经验（一个主题传统上不包括在教师准备，但在K-12教育中越来越重要）。 MISTI项目数据正在向数学和科学教师教育工作者和其他研究人员提供与以下方面相关的最佳实践：1）招募代表性不足的学生进入STEM教学; 2）提高高需求学校的教师保留率; 3）临床丰富的教师准备模式。更广泛的影响：通过与地区社区学院建立正式的合作伙伴关系，该项目为纽约市及其周边地区的社区学院学生成为STEM教育工作者创造了一条新的途径。项目成果与合作院校共享，并通过会议演示，研讨会和同行评议的文献。

The Mercy Intensive STEM Teacher Initiative (MISTI), a Track I, Phase I Noyce Teacher Scholarship Program, is a five year program designed to produce 20 certified high school or middle school math and biology teachers, each with a major in biology or mathematics and each earning a Masters in Adolescence Education as well as New York State teaching certification. Partner organizations include Yonkers Public Schools, the Public Schools of the Tarrytowns, Ossining Public Schools, and Harry S. Truman High School in the Bronx, Westchester Community College, Bronx Community College, and Rockland Community College. Activities specifically designed for this program include STEM Summer Immersion Camps at the end of the freshman and sophomore years and, for juniors and seniors, an introduction to teaching that features classroom observations, peer teaching, pedagogical seminars, workshop development and presentation at the Mercy College Parent Center. It culminates in a full-year clinical residency in high-need middle and high schools. Noyce Scholars receive intensive mentoring at the undergraduate, graduate, and induction levels. The program puts an emphasis on community building through an online community of practice; and explicitly integrates STEM subjects through a summer engineering experience at the Polytechnic Institute of New York University. Intellectual Merit: The program design is firmly grounded in the literature on effective practices in teacher preparation and is adding to that growing body of knowledge through analysis of the outcomes of providing intensive mentoring, summer research and collaborative learning activities, and hands-on engineering experiences (a subject not traditionally included in teacher preparation but one of growing importance in K-12 education). MISTI project data is informing math and science teacher educators and other researchers of best practices related to the: 1) recruitment of underrepresented students into STEM teaching; 2) improving teacher retention in high-need schools; and 3) clinically rich models of teacher preparation. Broader Impacts: By forging formal partnerships with regional community colleges, this project creates a new pathway for community college students in and around New York City to become STEM educators. Project findings are shared with partner colleges and through conference presentations, workshops, and peer-reviewed literature.