Building Capacity for Miami University Robert Noyce Scholars

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，迈阿密大学罗伯特·诺伊斯学者能力建设项目将利用能力建设资金设计MU-诺伊斯学者计划，以增加高素质的科学和数学高中教师的数量，为高需求学校和经济困难社区服务。该项目团队将为有才华的STEM本科生和STEM职业专业人员开发两个奖学金机会和津贴选项，以在迈阿密攻读科学或数学方面的中学教师认证(7-12年级)。第一个选项将为成绩优异的STEM本科生在初中和大四期间提供两年的奖学金，同时他们将完成STEM内容的双学士学位，并获得7-12年级的科学或数学教学认证。第二个方案将为杰出的STEM职业专业人员或新近毕业的STEM毕业生提供一年奖学金，以完成曼彻斯特大学的硕士学位，从而获得中学教师资格认证。能力建设资金还将用于为未来的慕尼黑-诺伊斯大学学者制定强有力的指导和专业发展计划，以支持他们过渡到全职教学，并在困难的入职初期帮助他们，研究表明，在这段时间里，教师流失率最高。MU-Noyce学者计划有可能改变迈阿密的STEM教师教育，并通过响应文化的教师准备为其他机构的STEM教师教育计划提供一个模式。新的STEM教师将准备：(1)了解不同民族的文化特征和贡献；(2)将民族和种族多样性的内容、资源和材料纳入课程；(3)相信不同民族和文化多样性学生的智力潜力，并接受他们的责任，在不忽视、贬低或忽视他们的民族和文化认同的情况下促进这一潜力的实现；(4)了解不同民族的沟通方式如何反映文化价值观并塑造他们的学习行为，并修改课堂互动以更好地适应他们；(5)使用多种与不同学习特点相关联的教学策略。对该项目的评估和成果的传播将通过具体说明这一方法在招聘STEM专业人才进入科学和数学教学专业方面的作用和前景，促进以社区为基础的、符合文化的STEM教师职前准备、开始教学入职和留任的方法的作用和前景的文献。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, the Building Capacity for Miami University Robert Noyce Scholars project will use capacity building funds to design an MU-Noyce Scholars Program in order to increase the number of highly qualified high school teachers in science and mathematics to serve in high-need schools and economically disadvantaged communities. The project team will develop two scholarship opportunities and stipend options for talented STEM undergraduates and STEM career professionals to pursue secondary teacher certification (Grades 7-12) in either science or mathematics at Miami. The first option will provide two years of scholarship for high achieving STEM undergraduates during their junior and senior years while they complete a dual baccalaureate degree in STEM content and earn grade 7-12 certification to teach science or mathematics. The second option will provide a one-year scholarship for outstanding STEM career professionals or recent STEM graduates to complete the master's degree at MU leading to secondary teacher certification. The capacity building funds will also be used to develop a robust mentoring and professional development program for future MU-Noyce scholars to support their transition into full-time teaching and to assist them during the difficult early-induction period, during which research suggests the highest rate of teacher attrition occurs. The MU-Noyce Scholars Program has the potential to transform STEM teacher education at Miami and provide a model for STEM teacher education programs in other institutions via culturally responsive teacher preparation. New STEM teachers will be prepared to: (1) understand cultural characteristics and contributions of different ethnic groups; (2) incorporate ethnic and racial diversity content, resources, and materials in the curriculum; (3) believe in the intellectual potential of ethnically and culturally diverse students and accept their responsibility to facilitate its realization without ignoring, demeaning, or neglecting their ethnic and cultural identities; (4) understand how the communication styles of different ethnic groups reflect cultural values and shape their learning behaviors, and modify classroom interactions to better accommodate them; and (5) use a wide variety of instructional strategies that are connected to different learning characteristics. Evaluation of the project and dissemination of results will further the literature on the role and promise of a community-based and culturally responsive approach to STEM teachers' pre-service preparation, beginning teaching induction, and retention by specifically addressing the role of this approach in the recruitment of talented STEM majors into the science and math teaching profession.