Phase I Robert Noyce Teacher Scholarship Program: Future STEM Teachers in South Texas (F(ST)2)

高中数学和科学教学领域一直是德克萨斯州最严重短缺的教学领域之一，这与招聘和留住合格数学和科学教师的国家挑战是一致的。南德克萨斯未来STEM教师（F(ST)2）是由Robert Noyce教师奖学金项目资助的第一阶段项目，重点是鼓励德州农工大学-金斯维尔分校（TAMUK）、德尔马学院、南德克萨斯学院和德州州立技术学院的有才华的本科生，主修计算机科学、数学、化学、生物、地球科学和物理，成为金斯维尔独立学区（ISD）高需求学校的认证中学STEM教师。科珀斯克里斯蒂ISD和德克萨斯州南部的法尔-圣胡安-阿拉莫ISD。该项目将招募具有强大STEM背景的个人担任教师，并为高需求中学的新STEM教师建立基础设施。该项目将为弱势群体的学生提供严格的STEM经验，并加强与社区学院在STEM教育方面的合作。因此，对社会的直接好处将是弥合社区内持续存在的差距，这些社区为STEM学科中代表性不足的学生提供服务。南德克萨斯州的西班牙裔高中学生最终将成为受益者。第一阶段Robert Noyce教师奖学金项目将为24名有才华的STEM专业学生提供奖学金，以招募并培养他们成为高需求学校的有效STEM教师。这包括来自社区学院的转学生以及TAMUK本地的学生。实习将吸引有才华的TAMUK和合作社区大学学生参加以STEM为重点的夏令营，参加刺激的STEM活动。活动将包括辅导、同伴指导以及STEM学科和教育方面的研究。Noyce学者将参加由作为项目团队成员的教育和STEM教师举办的研讨会，参加具有高需求学区密集教学现场经验的专业前活动，并接受STEM教师和资深高中教师的指导。为新的STEM教师提供的支持性基础设施将支持和留住诺伊斯学者在高需求学校的头两年教学。TAMUK第一阶段Noyce教师奖学金计划将加强该大学现有的教育工作者准备计划，该计划旨在培养数学、科学和技术应用方面的认证教师。通过积极的营销、奖学金和暑期实习，该项目将吸引有才华的学生主修STEM领域，并在高需求的中学从事STEM课程的教学工作。该项目将重点关注通过高需求中学、合作社区学院、艺术与科学学院、教育与人类表现学院和TAMUK工程学院之间的真正合作关系，在项目开发中建立最佳实践模型。该项目的研究成果和最佳做法将通过研究和学术出版物以及在专业会议上的发言加以传播。该项目将成为许多其他四年制大学和社区学院合作开展STEM教师教育的典范。结果衡量将包括教师招聘和留任率。教师的有效性将通过对学生成绩的影响来衡量，使用比较研究和时间序列分析。

High school mathematics and science are the teaching areas that have persisted among the most critical shortage areas in Texas, consistent with the national challenge of recruiting and retaining qualified mathematics and science teachers. Future STEM Teachers in South Texas (F(ST)2), a Phase I project funded by the Robert Noyce Teacher Scholarship program, is focused on encouraging talented undergraduate students at Texas A&M University-Kingsville (TAMUK), Del Mar College, South Texas College, and Texas State Technical College majoring in Computer Science, Mathematics, Chemistry, Biology, Geoscience, and Physics to become certified secondary STEM teachers at high-need schools in Kingsville Independent School District (ISD), Corpus Christi ISD, and Pharr-San Juan-Alamo ISD in South Texas. The project will recruit individuals with strong STEM backgrounds into teaching and build the infrastructure for supporting new STEM teachers in high-need secondary schools. The project will provide students from underrepresented groups with rigorous STEM experiences and strengthen partnerships with community colleges for STEM education. Therefore, a direct benefit to society will be to bridge the gap that persists within communities that serve students underrepresented in STEM disciplines. Hispanic high school students in South Texas ultimately will be the beneficiaries. This Phase I Robert Noyce Teacher Scholarship project will provide scholarships for 24 talented STEM major students to recruit and prepare them to be effective STEM teachers in high-need schools. This includes transfer students from community colleges as well as students who are native to TAMUK. Internships will draw talented TAMUK and partner community college students into stimulating STEM activities at a STEM-focused summer camp. Activities will include tutoring, peer instruction, and research in STEM disciplines and education. Noyce Scholars will attend seminars given by the education and STEM faculty who are members of the project team, participate in pre-professional activities with intensive teaching field experiences in high-need school districts and be mentored by STEM faculty and veteran high school teachers. A supportive infrastructure for new STEM teachers will support and retain Noyce Scholars in their first two years of teaching in high-need schools. The TAMUK Phase I Noyce Teacher Scholarship Program will enhance the university's existing Educator Preparation Program that prepares certified teachers in Mathematics, Science, and Technology Applications. Using aggressive marketing, scholarships, and summer internships the program will attract talented students to major in STEM areas and pursue careers in teaching STEM courses at high-need secondary schools. The program will focus on modeling best practices in program development through authentically collaborative relationships among the high-need secondary schools, the partner community colleges, the College of Arts and Sciences, the College of Education and Human Performance, and the College of Engineering at TAMUK. Findings and best practices of this project will be disseminated through research and scholarly publications and presentations at professional conferences. The program will serve as a model for many other four-year universities and community colleges collaborations for STEM teacher education. Outcome measures will include teacher recruitment and retention rates. Teacher effectiveness will be measured by impact on student achievement, using comparison studies and a time series analysis.