Oklahoma State University Mathematics and Science Robert Noyce Scholarships

过去几十年，美国STEM工作岗位的数量持续增长，但美国合格STEM工人的供应未能满足这一日益增长的需求。因此，增加数学和科学中学教师的数量、质量和多样性被认为是未来美国经济增长和成功的关键。为响应这一号召，俄克拉荷马州立大学(OSU)数学与科学罗伯特·诺伊斯奖学金项目与Stillwater公立学校合作，将培养60名高素质的数学和科学中学教师，鼓励学生通过四年制数学或科学学士学位获得教师认证。这一目标将通过以下方式实现：1)通过暑期招聘实习和招聘奖学金鼓励数学或科学专业的本科生成为教师；2)提供基于需要的奖学金，目的是在学生教学的整个学期保持和坚持下去；3)支持学生在最初几年的教学中取得进步。未来的数学和科学中学教师将从俄亥俄州立大学的数学和科学专业招聘，包括生物科学、化学、地质学(地球/空间科学或物理科学)、数学和物理。招聘将侧重于为有兴趣从事中学教育的大一和大二学生提供暑期实习机会，并为决定申报具有中级教师资格证书选项的大三和大四学生提供招聘奖学金。实习计划旨在为学生和实习伙伴(包括研究活动包括K-12扩展部分的教师)提供灵活的框架，重点是为学生提供多样化的体验，并支持对物理科学感兴趣的学生。暑期实习体验将在下个学期开始前的实习展示中达到高潮，以突出学生的经历和成就，鼓励学生对教学生涯的信心和兴趣，并招收更多的学生参加该项目。基于需要的保留奖学金将提供给学生在该计划的最后一个学期期间，他们是学生的学生教学。入职年支持侧重于混合(在线和面对面)专业学习社区(PLC)，为教师在课堂上的头几年提供同行和专业发展支持，包括参与津贴。这些计划组成部分共同补充和加强了俄亥俄州立大学正在进行的教师培训活动，并将导致俄亥俄州立大学项目培养出的高素质数学和科学中学教师数量增加，以及早期职业教师留任。项目评估的结果将有助于了解对俄亥俄州立大学代表的人口群体中的早期职业教师产生积极和消极影响的因素，这些群体包括高比例的美洲原住民、来自农村学区的学生和有很高经济需求的学生。

The number of STEM jobs in the US has continued to grow over the past several decades, but the availability of qualified STEM workers in the US has failed to meet this growing demand. Therefore, increasing the number, quality, and diversity of mathematics and science secondary teachers has been identified as critical to future US economic growth and success. In response to this call for action, the Oklahoma State University (OSU) Mathematics and Science Robert Noyce Scholarship program in collaboration with Stillwater Public Schools will produce sixty highly qualified mathematics and science secondary teachers by encouraging students to earn teacher certification with their 4-year B.S. degree in mathematics or science. This goal will be accomplished by 1) encouraging undergraduates majoring in mathematics or science to become teachers through summer recruitment internships and recruitment scholarships, 2) providing need-based scholarships aimed at retention and persistence during the semester of student teaching, and 3) supporting students as they progress through their first several years of teaching. Future mathematics and science secondary teachers will be recruited from mathematics and science majors at OSU, including biological science, chemistry, geology (earth/space science or physical science), mathematics, and physics. Recruitment will focus on providing summer internships for freshmen and sophomores who are interested in potentially pursuing a career in secondary education, and providing recruitment scholarships for juniors and seniors who have decided to declare one of these majors with a secondary teacher certification option. The internship program is designed to provide a flexible framework for both students and internship partners (including faculty whose research activities include a K-12 outreach component), with an emphasis on providing diverse experiences to students and supporting students interested in the physical sciences. The summer internship experience will culminate in an Internship Showcase near the beginning of the following academic semester to highlight student experiences and accomplishments, encourage student confidence and interest in a teaching career, and to recruit additional students to the program. Need-based retention scholarships will be provided to students during their last semester in the program when they are student teaching. Induction year support focuses on a hybrid (online and face-to-face) Professional Learning Community (PLC) to provide peer and professional development support for teachers during their first several years in the classroom, including a stipend for participation. Collectively these program components complement and enhance ongoing teacher preparation activities at OSU, and will lead to an increase in the number of highly qualified mathematics and science secondary teachers produced by the OSU program, as well as early career teacher retention. The results from program assessment will contribute to knowledge about factors that positively and negatively affect early career teachers from the demographic groups represented at OSU, which include a high percentage of Native Americans, students from rural school districts, and students with high financial need.