The Randolph-Macon College Noyce Teacher/Scholar Program - A Program Designed to Recruit, Train, and Support Well-Qualified Chemistry, Biology, and Physics Teachers

2010年，总统科学技术顾问委员会呼吁培养至少10万名新的STEM初中和高中教师，这些教师应主修STEM领域，并做好针对具体内容的教学准备。该项目响应了这一号召，将支持16名生物、化学或物理专业教师和教育未成年人的教育。伦道夫梅肯学院将利用现有的成功的教师准备计划，在该计划中，所有的职前教师都通过了与stem相关的PRAXIS II考试并获得了就业。Noyce项目将通过有针对性的招聘吸引学生从事STEM教育，特别强调招募代表性不足的学生。当地地区包括多个高需求学区，包括里士满市、卡罗琳县和弗吉尼亚州的彼得堡；这些地区很难找到合格的、经过认证的STEM教师。诺伊斯的学者们将通过在当地学区的实地实习，参加旨在为高需求学生提供STEM教育的暑期项目，以及旨在为参与者提供克服在高需求学区工作挑战的策略的研讨会项目，获得与高需求学区的青少年一起工作的经验。项目参与者在高需求学区担任STEM教育工作者的第一年将获得专门的入职支持；这种支持将包括实地考察、资助教室技术、为专业发展提供资金支持、为Noyce学生返回学院参加辅导计划提供资金，并为Noyce学生建立一个社交媒体群，以分享他们的经验和建议。该计划将通过探索以下主题，为STEM教育工作者的招聘、培训和入职支持提供更广泛的知识基础：有针对性地招聘STEM学生的有效性，吸引学生参加Noyce项目的经济激励的有效性，一致的实地工作如何影响教学效率，以及努力创造凝聚力的团体动态对保留Noyce学者的影响。项目人员将在各个学科特定场所传播Noyce项目的结果，使其他机构能够采用和适应成功的项目策略。诺伊斯学者将在学生学科领域的专业会议上以海报和口头报告的形式传播他们原创的科学和教育研究成果。

In 2010, the President's Council of Advisors on Science and Technology called for the education of at least 100,000 new STEM middle and high school teachers with majors in STEM fields and strong content-specific pedagogical preparation. This project is responsive to that call, and will support the education of 16 teachers with majors in the disciplines of biology, chemistry, or physics, and education minors. Randolph Macon College will leverage an existing successful teacher-preparation program in which all of the pre-service teachers passed their STEM-related PRAXIS II examination and achieved employment. The Noyce program will attract students to careers in STEM education through targeted recruitment, with special emphasis placed upon recruiting underrepresented students. The local area encompasses multiple high-needs school districts, including the city of Richmond, Caroline County, and Petersburg, VA; these districts struggle to find qualified, certified STEM instructors.The Noyce scholars will gain experience working with youth from high-need school districts through field placements in local school districts, participation in a summer program designed to bring STEM education to students with high need, and seminar programs intended to give participants strategies to overcome challenges of working in a high-need school district. Program participants will receive dedicated induction support during their first years as STEM educators teaching in high-needs school districts; this support will include site visits, a stipend to fund classroom technology, monetary support for professional development, funds to travel back to the College to participate in a mentoring program for Noyce students still in residence, and the establishment of a social media group for Noyce participants to share their experiences and advice. The program will add to the broader base of knowledge on recruiting, training, and providing induction support to STEM educators by exploring the following topics: the effectiveness of targeted recruitment of STEM students, the effectiveness of financial incentive in attracting students to a Noyce program, how consistent field work effects teaching effectiveness, and the effect of endeavoring to create cohesive group dynamics on retention of Noyce Scholars. The project personnel will disseminate results of the Noyce program at various discipline-specific venues, allowing other institutions to adopt and adapt successful program strategies. The Noyce scholars will disseminate the results of their original scientific and educational research in the form of poster and oral presentations at professional conferences in the students' areas of discipline.